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Innovating Professional Development in Compulsory Education – An analysis of practices aimed at improving teaching and learning

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Abstract

This report comprises the key outcomes and final analysis of the study Innovating Professional Development in Compulsory Education. It aims to help education authorities face the challenges of meeting the professional development needs of tomorrow's teachers in Europe and elsewhere. This report focuses on innovative and emergent practices of teacher Continuous Professional Development (CPD) and professional learning by teaching professionals who work in compulsory education. The first part of the study gathered an inventory of 30 examples illustrating new and innovative models and practices that have emerged to overcome the known barriers and limitations that teachers say hinder them today from participating in CPD. An accompanying Technical Report looks at their key elements and uses seven labels to describe and analyse the broad areas in which innovation currently takes place (Vuorikari, 2018). The labels are not categorical, and many of the examples feature many of them. This report further analyses the inventory of models and practices focusing on their innovative aspects. The 30 examples were classified according to their type of innovation representing product innovation as well as process, organisational and marketing innovation allowing for a discussion on the innovative aspects of the emergent practices in teacher professional development and professional learning. The key outcomes of the study are discussed in a cross-case analysis with the help of the above-mentioned seven broad areas. Lastly, together with providing conclusions, a number of policy pointers are given in order to better inspire and support those who plan and design policies and provision of teacher professional development and professional learning.

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  • Riina Vuorikari, 2019. "Innovating Professional Development in Compulsory Education – An analysis of practices aimed at improving teaching and learning," JRC Research Reports JRC115292, Joint Research Centre.
    • Handle: RePEc:ipt:iptwpa:jrc115292
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    File URL: https://publications.jrc.ec.europa.eu/repository/handle/JRC115292
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    1. Zsuzsa Blasko & Patricia Dinis Mota Da Costa & Esperanza Vera-Toscano, 2018. "Civic attitudes and behavioural intentions in the 2016 International Civic and Citizenship Education Study (ICCS): New evidence for education and training policies in Europe," JRC Research Reports JRC109480, Joint Research Centre.
    2. Stefania Bocconi & Panagiotis Kampylis & Yves Punie, 2012. "Innovating Learning: Key Elements for Developing Creative Classrooms in Europe," JRC Research Reports JRC72278, Joint Research Centre.
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    Cited by:

    1. Marta Simo Sanchez & Tamar Shuali Tachtenberg & Carmen Carmona Rodriguez & Miriam Prieto Ejido & Victoria Tenreiro Rodriguez & María Jimenez Delgado & Clara Centeno, 2020. "Addressing educational needs of teachers in the EU for inclusive education in a context of diversity (Inno4Div), Volume 2 - Literature review on key enabling components of teachers' intercultural and ," JRC Research Reports JRC122560, Joint Research Centre.
    2. Victoria Tenreiro Rodriguez & Marcela Jabbaz Churba & Carmen Carmona Rodriguez & Assumpta Aneas Alvarez & Tamar Shuali Tachtenberg & Marta Simo Sanchez & Barry van Driel & Clara Centeno, 2020. "Addressing educational needs of teachers in the EU for inclusive education in a context of diversity (Inno4Div), Volume 3 - Part 1: Assessment guidelines for teacher education and training practices o," JRC Research Reports JRC122828, Joint Research Centre.

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    Keywords

    Education; Teacher Professional Development; Teacher Professional Learning; Practices; Innovation; Digital Education Action Plan;
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