IM DOING AN ACADEMIC WRITING ABOUT as a teacher trainee You have just been posted to a primary school upon completion of your degree programme in the Teacher Training Institution. You are keen to develop professionally by embracing life long learning. Prepare a personal continuous professional development (CPD) plan by choosing any one of the 3 models of continous professional development i.e. pre-service model, in service model or carrier enhancement throughout service model and the opportunities available to enhance yourself in the teaching career. Justify your choice with relevant evidences.  BASED ON THIS ESSAY AND DO A 1000 WORDS ESSAY WRITING Introduction
The teaching profession demands continuous adaptation and growth to meet evolving educational needs and challenges. The teacher need to recognize the critical importance of systematic professional development to enhance teaching effectiveness and contribute meaningfully to student learning outcomes. In the 21st-century educational landscape, teachers must possess not only subject matter expertise but also technological competence, cultural sensitivity, and adaptable pedagogical skills (Bernadine, 2019). This professional development plan outlines my commitment to lifelong learning through the in-service model of Continuous Professional Development (CPD). The dynamic nature of education, coupled with rapid technological advancements and evolving pedagogical approaches, necessitates a structured approach to professional development.

2.0 In-Service Model
The In-Service Model has been selected as the most appropriate framework for continuous professional development. This model provides structured, context-specific learning opportunities while allowing for immediate application of knowledge and skills in the classroom setting. According to Anis, M. (2024), in-service professional development demonstrates significantly higher rates of skill transfer and implementation compared to other models, particularly for early-career teachers. The In-Service Model is characterized by integration with daily teaching responsibilities, school-based mentoring, immediate application of learning, regular feedback mechanisms, and collaborative professional learning opportunities. Recent research by Sims and Fletcher-Wood (2023) indicates that school-based professional development programs result in more sustainable changes in teaching practice compared to external training programs.

3.0 Teaching as a Profession
Teaching has evolved significantly as a profession in the 21st century, characterized by increasing complexity and demands for specialized expertise. According to Darling-Hammond and Hyler (2024), the teaching profession encompasses a unique combination of theoretical knowledge, practical skills, and professional judgment. During practicum, teacher trainees encounter challenges in classroom management, witnessing how experienced teachers maintain discipline while creating engaging learning environments. They learn to navigate parent-teacher conferences, staff meetings, and daily administrative responsibilities.
4.0 Policies and Directions of National Education
Contemporary educational policies reflect a transformative vision focused on preparing students for an increasingly complex world. The OECD (2020) reports that successful education systems emphasize digital literacy, critical thinking, and adaptable learning skills. During school placement, trainees experience firsthand the implementation of these policies, from integrating technology in lessons to adapting teaching strategies for diverse learners. They observe how experienced teachers balance curriculum requirements with individual student needs while maintaining compliance with educational standards.

5.0 Legislations Related to Teacher and Education
Educational legislation provides the framework for professional teaching standards and responsibilities. During practicum, trainees learn to navigate various legal requirements, from maintaining student confidentiality to ensuring classroom safety. Through guidance from mentor teachers, trainees learn to interpret and apply educational policies while maintaining professional boundaries with stakeholders.

6.0 Teacher Quality
Teacher quality remains a critical factor in educational effectiveness. In the practicum environment, trainees observe exemplary teaching practices and receive constructive feedback on their performance. They experience the importance of differentiated instruction while working with students of varying abilities. Trainees participate in professional development sessions, gaining insights into how experienced teachers maintain and enhance their professional competencies.

7.0 Stages of Teacher Development
The development journey begins with pre-service preparation, where trainees experience their first real classroom situations, often feeling overwhelmed by the gap between theory and practice. During the induction phase, they witness how beginning teachers navigate early career challenges, from establishing classroom routines to building professional relationships. Continuous professional growth involves participation in various development activities, from staff training sessions to department meetings, understanding the importance of lifelong learning in the teaching profession.
8.0 Conclusion
The journey from teacher trainee to professional educator encompasses more than mastering pedagogical theories and teaching techniques. Through practicum experiences, trainees develop practical understanding of educational policies, professional standards, and the importance of continuous development. These real-world experiences, combined with theoretical knowledge and mentor guidance, form the foundation for successful transition into the teaching profession. The challenges and opportunities encountered during practicum serve as valuable preparation for the dynamic and rewarding career that lies ahead.