The Evolution of Teacher Development Concepts Embedded in Mongolia's Education Policy: Analysis of Historical Evidence (1924-2023)
DOI:
https://doi.org/10.65168/Keywords:
Teacher development, continuous professional development, education policy, education legislation, in-service training, specializationAbstract
Contemporary educational reform increasingly conceptualizes education as an interconnected and dynamic social ecosystem, within which teacher development constitutes a central determinant of educational quality and sustainability. In Mongolia, teacher development has been continuously addressed in education policies and legal frameworks; however, its conceptualization and regulatory approaches have evolved substantially over time. This study examines the historical evolution of teacher development as articulated in Mongolia’s education policies and legal documents between 1924 and 2023.
The study adopts a qualitative research design based on policy and historical research methodologies, employing documentary analysis of the Constitutions of Mongolia (1924, 1940, 1960, and 1992) and related education laws and policy documents enacted during their respective periods. The analysis focuses on shifts in policy objectives, conceptual frameworks, and institutional mechanisms related to teacher development.
The findings reveal a gradual paradigm shift from approaches emphasizing retraining and in-service upgrading toward a comprehensive model of continuous professional development. In particular, recent legislative reforms, including the 2018 Law on Supporting Teacher Development and the General Education Law implemented from 2024, frame teacher development as an integrated process encompassing professional learning, workplace-based development, and social. The study concludes that Mongolia’s legal and policy framework increasingly positions teachers as reflective professional agents within a lifelong learning system, aligning national reforms with global trends in education policy.
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