Teachers’ professional development in the discourse of international organizations

Héctor A. Monarca, Jesús Manso Ayuso


The aim of this article is to present the concepts and trends in Teachers’ Professional Development (TPD) contained in the discourse of International Organizations (IO). The methodology employed was discourse analysis. An analysis has been made of 39 texts published by: UNESCO, OCD, OEI and PREAL, which correspond to all the texts in relation to TPD published by these bodies between 2005 and 2012. The analysis has been performed establishing eight categories following a deductive-inductive-deductive logic. The results show that, in general terms, discourse is usually characterized by addressing defined aspects of TPD. As a conclusion it must be highlighted that TPD, in the mentioned discourses, has not successfully established a truly systemic and dynamic conceptualization of the subject matter. Likewise, it must also be pointed out that some conceptual interpretations may demean or undermine the very concept of Teachers’ Professional Development.


Teachers’ Professional Development; International Organizations; Educational Policy; Discourse Analysis; Globalization

DOI: https://doi.org/10.5944/reec.26.2015.14775


  • There are currently no refbacks.

Copyright (c) 2015 Revista Española de Educación Comparada

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Revista Española de Educación Comparada (REEC)

Faculty of Education. UNED. 
c/ Juan del Rosal, 14
28040 - MADRID (Spain) 
Phone number: +34 654 73 1122
E-mail: reec@edu.uned.es



ISSN (printed version): 1137-8654
ISSN (electronic version): 2174-5382
Legal Deposit: M.38499-1995