By Andreas Schleicher, OECD Director for Education and Skills
High-quality teaching is the foundation of a high-quality education system. Educators do more than deliver the curriculum. They inspire curiosity, nurture critical thinking and empower students to reach their full potential. When teachers do a good job, the ripple effect is profound: schools flourish, student outcomes improve and societies benefit. That’s why it’s so encouraging to see South Africa’s G20 presidency put a spotlight on teacher professional development.
Teacher professional development begins with initial teacher education, which provides essential foundations in pedagogy and subject knowledge. However, real mastery comes from time in the classroom, continuous learning and reflection. Across many countries, however, too many teachers still feel unprepared for the realities of the classroom. While most are confident in their subject knowledge, fewer feel equipped to teach diverse learners or to use digital tools effectively. This highlights the need for practical, school-based training such as internships, mentoring, and strong induction programmes to help bridge the gap between theory and practice. Professional development must also be relevant, addressing real and evolving needs, such as digital skills in the era of AI and the use of educational research to inform teaching.
Clear and structured career pathways are essential to support teachers’ professional growth, to strengthen their sense of purpose and retain talent in the classroom. When teachers have access to roles such as mentor, lead teacher or curriculum expert, they can take on new responsibilities and share their expertise without leaving teaching. Furthermore, schools can also foster a collaborative learning culture. Teachers’ development improves by working with peers through lesson observation, feedback and shared planning. OECD research shows that one-off workshops rarely lead to lasting change; instead, ongoing, collective professional learning is far more effective. Countries that combine career progression with collaborative practices such as instructional leadership, peer mentoring and pedagogical innovation tend to see higher levels of teacher engagement, professional learning and long-term commitment to the profession.
It is also important for teaching to be treated as a respected profession. Yet recognition for the skills and hard work of teachers is too often lacking. According to the OECD’s Teaching and Learning International Survey (TALIS), across the OECD only 26% of teachers feel that their profession is valued by society. In places like Korea and Shanghai, China, teachers play an active role in designing curricula and driving innovation. This can help enhance the perception of teaching as a valued profession in society. Giving teachers a voice in policy and recognising their contributions can also make the profession more attractive. When teachers feel valued, supported and trusted, they are more likely to stay and to thrive.
With teacher professional development high on the agenda of this year’s G20 Education Working Group, there is an opportunity to raise the profile of this agenda. Empowering teachers with the skills, support and opportunities to excel will ensure every student benefits. It is also one of the most resilient investments governments can make – as highly skilled teachers are best placed to adapt to changing needs. By investing in educators, G20 countries can ensure every learner is guided by an inspiring teacher. It is an investment that will pay dividends for decades to come.
This is the third blog in a series about South Africa’s G20 education priorities. Read more about the G20’s plans here:
https://g20.org/track/education
