Expert survey on teacher training and support policies by country. ---------- This expert survey aims to fill a fundamental data gap in country-level data on teacher training and support policies, specifically addressing - (a) official entry requirements for teacher training programs; - (b) in-service support policies; - (c) salary information by level of experience of lower secondary school teachers (ISCED 2). The focus of this expert survey lies on the 48 countries and economies participating in the **2018 Teaching and Learning International Survey (TALIS)**. The questionnaire was hosted by Qualtrics and distributed online via personal invitations to 108 educational experts from the 48 TALIS-countries. Prime selection criteria for the educational experts were academic excellence established with regards to the national teacher policies and/or membership to leading research groups in the field. Data were collected between 13 December 2019- 1 February 2020. In the end, a person level, anonymized dataset was created using the answers from 39 experts in 36 countries or economies. Information on official entry requirements for teacher training programs and in-service support policies is available for over 70% of the 36 participating countries. Salary information by level of experience was obtained for 62% of these 36 countries. The methods used to develop this expert survey are largely based on the methodology from the Education At a Glance report and the Eurydice reports. This approach was chosen to enable the comparability with these two authoritative data sources. To our knowledge, this is the only international overview containing salary information for lower secondary school teachers in Cyprus, the Republic of Korea, Russia, Saudi Arabia, South Africa and the United Arab Emirates. Related publications: -Spruyt, B., Van Droogenbroeck, F., Van Den Borre, L., Emery, L., Keppens, G. A., & Siongers, J. (2021). Teachers’ perceived societal appreciation: PISA outcomes predict whether teachers feel valued in society. International Journal of Educational Research, 109, 1-12. [101833]. "https://doi.org/10.1016/j.ijer.2021.101833" -Van Den Borre, L., Spruyt, B., & Van Droogenbroeck, F. (2021). Early career teacher retention intention: Individual, school and country characteristics. Teaching and Teacher Education, 105, [103427]. "https://doi.org/10.1016/j.tate.2021.103427"