The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.