Teacher Professional Development in the 21st Century: A Cross-National Analysis of Policy and Practice

Ahmad Farabi; Safarudin Bahar; Abdilah Abqari Agam

doi:10.70716/jess.v2i1.200

Authors

Ahmad Farabi Primary School Teacher Education, Faculty of Education, Universitas Negeri Malang, Indonesia
Safarudin Bahar Bachelor of Early Childhood Education, Faculty Of Education, Universiti Malaya, Malaysia
Abdilah Abqari Agam Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei Darussalam

DOI:

https://doi.org/10.70716/jess.v2i1.200

Keywords:

teacher professional development, education policy, comparative education, 21st-century skills

Abstract

Teacher professional development (TPD) is widely recognized as a cornerstone for advancing educational quality in the 21st century. This comparative study examines TPD policies and practices in selected countries—Malaysia, Singapore, and Indonesia—to identify key strategies, challenges, and contextual factors influencing their implementation. Drawing on policy analysis and a comprehensive literature review, the study reveals that successful systems prioritize continuous learning, collegial collaboration, and sustained institutional support. However, disparities persist in resource allocation, policy coherence, and the alignment between pedagogical theory and classroom practice, particularly in developing contexts. The findings underscore the importance of context-sensitive, needs-driven, and policy-supported TPD frameworks. This study contributes to the discourse on global education reform by offering actionable insights for policymakers and education stakeholders aiming to enhance teacher capacity and responsiveness in an era of rapid change.

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