This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: (1) A review of current CPD literature; (2) Discussion of the politics, policies and purposes of CPD; (3) Case studies from Europe, USA, Australia, Asia, Africa and South America; and (4) A synthesis of research and future research possibilities. The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. After a foreword written by Tom Guskey, this book is divided into three parts. Part 1, A Critical Overview, presents the initial chapters of the book: (1) "Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development" (Christopher Day and Judyth Sachs); and (2) "Literature, Definition and Models: Towards a Conceptual Map" (Ray Bolam and Agnes McMahon). Part 2, Regional Case Studies, includes: (3) "Rhetorics and Realities of C.P.D. across Europe: From Cacophony towards Coherence?" (Ciaran Sugrue); (4) '"Looking at Student Work in the United States: Countervailing Impulses in Professional Development" (Judith Warren Little); (5) "Continuing Professional Development Policies and Practices in the Latin American Region" (Beatrice Avalos); (6) "Teacher Professional Development--Themes and Trends in the Recent Australian Experience" (Shirley Grundy and Judith Robison); (7) "Case Studies from Sub-Saharan Africa" (Pam Christie, Ken Harley, and Alan Penny); and (8) "Teachers Networks: A New Approach to the Professional Development of Teachers in Singapore" (David Tripp). Part 3, CPD for Professional Renewal, includes: (9) "CPD for Professional Renewal: Moving Beyond Knowledge for Practice" (Geert Kelchtermans); (10) "Critical Practitioner Inquiry: Towards Responsible Professional Communities of Practice" (Susan Groundwater-Smith and Marion Dadds); (11) "Using Research to Improve Practice: The Notion of Evidence-Based Practice" (John Elliott); and (12) "Evaluating Continuing Professional Development: An Overview" (Daniel Muijs, Christopher Day, Alma Harris and Geoff Lindsay).