1st Edition
Innovation in Teacher Professional Learning in Europe Research, Policy and Practice
This book presents critical perspectives on teacher professional learning and professional development as interpreted in 14 countries across Europe.
Bringing together experts from across Europe, the book fulfils a need for a better understanding of the changing nature of teacher professional learning in national policy contexts and of the cultural differences existing between various systems. It discusses the new thinking that has emerged in the field of teacher education alongside new models that reflect the changing patterns and policies relating to the ways educational professionals maintain and enhance professional practice. The book highlights that new models of teacher leadership and practitioner inquiry have a strong focus on pedagogy and social justice. It also examines briefly the challenges brought about by the Covid pandemic and the ways in which new approaches to professional learning, specifically the use of new technologies, have begun to transform practice in some countries in Europe.
The book gives insights into the ways in which professional learning policy is interpreted and applied in practice. It will be highly relevant for researchers and post-graduate students in the fields of teacher professional learning and development, school leadership, comparative education and educational policy and planning.
01. Introduction
Ken Jones
02. A Framework for Analysing Teacher Professional Learning and Development
Giorgio Ostinelli
03. Using the Framework to provide a comparative overview of Teacher Professional Learning and Development in 14 European Countries
Alberto Crescentini and Giorgio Ostinelli
04. Teacher professionalism in Estonia: the lost paradise of lifelong learning?
Ene-Silvia Sarv
05. Teacher Professional Learning: Policy Development to Policy Enactment
Fiona King, Aoife Brennan and Alan Gorman
06. Teacher Professional Development in Romania: Framing Learning, Responsibility and Change Through Crisis
Mihaela Mitescu-Manea
07. Teachers’ professional learning in Finland: Providers of education in key role
Jari Lavonen, Seija Mahlamäki-Kultanen, Sanna Vahtivuori-Hänninen and Marjo Vesalainen
08. Career-long professional learning in Scotland: Mobilizing the profession
Christine Forde, Julie Harvie, Deirdre Torrance, Alison Mitchell and Kathleen Kerrigan
09. Co-constructing a new Approach to Professional Learning in Wales: Implementing a National Vision
Ken Jones and Gareth Evans
10. Teachers’ learning and development in England: complexity and challenges
Sara Bubb and Amanda Ince
11. Learning Leaders: Teacher Learning in Northern Ireland
Margery McMahon and Claire Woods
12. Teachers’ professional development: The potential of teacher collaboration in Flemish (Belgian) schools
Jasja Valckx, Laura Thomas and Ruben Vanderlinde
13. Professional Learning and Development in Denmark: From Formal Competence Development and Professional Learning Communities to an Emergence Approach
Mathias Thorborg and Lars Qvortrup
14. Initial Education Overestimated – Continuing Education Neglected: Status and Perspectives of Continuing Professional Development of Teachers in Germany
Ewald Terhart
15. Teacher Education policies in Italy: In search of professional learning indicators
Maurizio Gentile
16. Teachers’ Continuing professional Development in France. A Systemic Transformation in Progress
Régis Malet
17. Professional development and in-service teacher education in the Portuguese system: views from outside and inside
Ana Isabel Andrade, Betina Silva-Lopes, Maria de Lurdes Gonçalves
18. Practitioner Enquiry: exploring method for understanding teacher learning
Kate Wall and Elaine Hall
19. Conclusion: A reflection on the different routes towards innovation in teacher professional learning
Ken Jones, Giorgio Ostinelli and Alberto Crescentini
Index
Biography
Ken Jones is Professor Emeritus at University of Wales Trinity Saint David, UK and a freelance academic.
Giorgio Ostinelli is Professor at UniTreEdu of Milan, Italy.
Alberto Crescentini is Lecturer of Educational Sciences at the University of Applied Sciences and Arts of Southern Switzerland.
