The ProfDEV+ project focuses on the study of continuing professional development (CPD) for teachers and professional induction processes, seeking to understand their contribution to teachers’ professional development, pedagogical innovation, and the improvement of educational practices. In an educational context marked by social, technological, and curricular transformations, the project is grounded in the view that teachers’ professional development should be understood as a continuous, collaborative, and situated process, closely connected to the concrete challenges faced by schools and teaching practices.

The study aims to analyse the individual, organisational, and systemic factors that influence the transfer of learning acquired through continuing professional development into the workplace. It also seeks to understand how professional induction processes can support early-career teachers. Particular attention is given to the role of pedagogical supervision and peer supervision, communities of practice, and collaborative work as key dimensions in strengthening the teaching profession.

Using a mixed-methods approach, the project combines the administration of the Learning Transfer System Inventory (LTSI) questionnaire with focus group and semi-structured interviews involving teachers at different career stages, school leaders, representatives of School Association Training Centres, and policymakers. The findings are expected to contribute to the production of relevant scientific knowledge on teacher education and professional development, supporting the design of more effective, context-sensitive, and sustainable training practices.

By promoting reflection on models of continuing professional development, professional induction, and collaborative supervision, ProfDEV+ aims to contribute to improving the quality of teaching, enhancing teachers’ well-being and professional recognition, and informing public policies on teacher education that are aligned with the contemporary challenges of education. The project is integrated into the Teacher Education and Professional Development research area of inED and runs from April 2026 to September 2027.