1st Edition

Innovation in Teacher Professional Learning in Europe Research, Policy and Practice

Edited By Ken Jones, Giorgio Ostinelli, Alberto Crescentini Copyright 2024
    266 Pages 13 B/W Illustrations
    by Routledge

    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



    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.