This study aims to understand the changing terrain of Georgian educational governance and policy making in the context of teacher professional development policies and explore how the tendencies of post-Sovietization, coupled with advanced globalization, introduce new discourses, mechanisms, and practices of policy making and how they affect more traditional actors and perceptions of good education in general and teaching more specifically. To account for the multi-scalar transitions and transnational dynamics of education reform processes and to adequately represent the complexity of the policy field, the analysis is located within the Critical Cultural Political Economy of Education (CCPEE) framework developed by Susan Robertson and Roger Dale (Robertson & Dale, 2015). Taking from the CCPE framework, the study explores Georgian teacher policies from three dimensions: neoliberal economic policies and their impact on the education sector, issues of national/institutional sovereignty within an international reform process, and the cultural politics of teaching and teacher education in a post-Soviet context. Approaching the topic of my research from these three dimensions and their interconnections and contradictions on the one hand explores education as a space that is being shaped by these processes, and on the other hand, deconstructs how these processes are being reproduced and reimagined through education and teacher-related policies in this instance. The dissertation explores the transformation of the teacher profession in Georgia for the period of 2007-2019. It analyses the regulations imposed and implemented to decipher how the teacher reforms were framed and rationalized. The findings suggest that while teachers were largely absent from the policy processes, the reforms shaping the profession were used as a space for negotiation, brokerage, and interplay through which the agency of teachers was constructed in a reductionist way, which instead of being subjects of the reform, teachers were subjected to a wide array of changes not resulting in effective educational outcomes nor the professional development opportunities. The teacher policyscape, policy processes, mechanisms, and modes of interaction between actors and events coinciding, resulting in, or stemming from teacher policies are also discussed as moments of the education ensemble. It challenges the functionalist understanding of policy processes and, through juxtaposing policy initiatives with other political, institutional, and cultural events, attempt to uncover subtle and invisible ways that framed the teacher profession. The findings suggest that the " modernization " project of the education system and teacher policies ended up in chaotic, uneven, inconsistent, and fragmented policy processes determined mainly by the political developments and frequent leadership changes associated with it. While the nationally driven policy processes attempted to mimic the donor-driven projects somehow, the exploration of the policy instruments and mechanisms used by the policymakers in designing teacher reform indicate that the purpose of employing these approaches aimed at negotiating consent and, in a way, disempower actors and stakeholders through engagement and participation in processes that created impressions but yield little result on proposed policy initiatives leading to frustration of not only consultants and education professionals beyond the national institutions, but also those actors who represented the policy leading national institutions as well. The study is in two ways: first it helps to explore the policy making field of Georgia, thus contributing to the understanding of variety of reforms, processes and unique transformations occurring in education systems in the post-soviet region; on the other hand, it contributes to literature on education challenges in post-soviet region, shifting focus from specific interventions and outcomes of the reforms to the actual policy-making processes and dynamics, often not obvious or overt, but resulting in contradictions, inconsistencies and poor outcomes of the reforms that are introduced.