Professional development for teacher educators

This section is for teacher educators – that is, anyone who supports the professional development of pre-service or practising teachers. You may do this in many ways: delivering training and tutoring on qualification courses; supervising or mentoring teachers; conducting research; leading professional development in schools; moderating online programmes; or facilitating teacher communities.

Whichever role or setting you work in, TeachingEnglish can support you with your professional and career development. Our support is open to all and free of charge.

One of the main tools we use is the Continuing Professional Development (CPD) Framework for teacher educators. In this section you can explore the framework as well as other useful resources for teacher educators, such as courses, webinars, self-assessment tools, how-to guides and resource packs.

What is the CPD framework for teacher educators?

The framework describes the professional practices that are considered relevant for teacher educators in supporting the professional development of teachers they work with and promoting good teaching across contexts.  It is used to help teacher educators, and those involved with the professional development of teacher educators, to think about and further develop the overall competence, knowledge, understanding and skills required for effective and supportive teacher education. It is based on an extensive survey of research into teacher educator competence in a wide range of educational settings and covering a range of teacher educator roles. It has been refined through feedback provided by senior academics and teacher educators from around the world and working in different areas of teacher education.

Who is the framework for? 

The framework is primarily intended for teacher educators who support the professional development of English language teachers and subject teachers who teach through the medium of English. Although the focus is on English, most professional practices are also relevant to teacher educators who support teachers of any subject area.  The framework can also be used by teachers who are looking to transition into the role of teacher educators, school leaders in their support of teachers, and by ministries of education and other educational stakeholders in their provision of development opportunities for teacher educators. 

How to use the framework 

The framework can be used in different ways by different people. It is designed to be flexible because teacher educators work in varied contexts, with teachers who have varied needs and in a world that is constantly changing. It also recognises that teachers are often impacted by decisions made elsewhere in the education system at a school, national and sometimes global level.  

How is the framework organised?

The framework consists of 11 professional practices which provide a description of knowledge, skills, and approaches to development that you can put into practice in your context. Use the links at the bottom of this page to find relevant resources. 

Stages of development

The framework identifies four stages of development that differentiate between levels of understanding, knowledge and skills in relation to each professional practice:

Level 1 – Foundation

In relation to the professional practices, thinking about /reviewing/auditing your skills as a classroom teacher, thinking about your knowledge gained from your previous practice, education and qualifications. The focus is on your own skills and knowledge, from which you are able to offer advice to your colleagues on classroom activities and behaviour.  You have built a platform for your role as a teacher educator, corresponding to the final developmental level of the CPD Framework for Teachers.

Level 2 – Engagement

In relation to the professional practices, thinking about how your skills and knowledge relate to particular training/development contexts, thinking about how to transfer your skills and knowledge to teachers, thinking about how to develop and support teachers. Organising and delivering professional development activities. Reflecting on this practice. The focus is on your own skills and knowledge in relation to supporting teacher development. You have consolidated your platform of skills and knowledge through engagement with the process of teacher development.

Level 3 – Integration

In relation to the professional practices, thinking about the impact of your skills and knowledge in relation to the professional development of teachers. Refining your skills and knowledge through organising and delivering professional development activities. The focus is on the impact of your own skills and knowledge in relation to an increasing range of training and professional development contexts. You have achieved a high level of competence by integrating your skills and knowledge into your professional outlook and practice.  

Level 4 – Specialisation

In relation to the professional practices, thinking about and contributing to our understanding and knowledge of these practices. Acting as a point of reference and as a source of expert opinion. 

Whichever role or setting you work in, the British Council can support you with your professional and career development. Our support is open to all and free of charge.