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.
This book presents critical perspectives on teacher professional learning and professional development as interpreted in 14 countries across Europe. It will be highly relevant for researchers and students in the fields of teacher professional learning and development, school leadership, comparative education and educational policy.
List of figures. List of tables. List of contributors.
01. Introduction.
02. A Framework for Analysing Teacher Professional Learning and Development.
03. Using the Framework to provide a comparative overview of Teacher
Professional Learning and Development in 14 European Countries.
04. Teacher
professionalism in Estonia: the lost paradise of lifelong learning?.
05.
Teacher Professional Learning: Policy Development to Policy Enactment.
06.
Teacher Professional Development in Romania: Framing Learning, Responsibility
and Change Through Crisis.
07. Teachers professional learning in Finland:
Providers of education in key role.
08. Career-long professional learning in
Scotland: Mobilizing the profession.
09. Co-constructing a new Approach to
Professional Learning in Wales: Implementing a National Vision.
10. Teachers
learning and development in England: complexity and challenges.
11. Learning
Leaders: Teacher Learning in Northern Ireland.
12. Teachers professional
development: The potential of teacher collaboration in Flemish (Belgian)
schools.
13. Professional Learning and Development in Denmark: From Formal
Competence Development and Professional Learning Communities to an Emergence
Approach.
14. Initial Education Overestimated Continuing Education
Neglected: Status and Perspectives of Continuing Professional Development of
Teachers in Germany.
15. Teacher Education policies in Italy: In search of
professional learning indicators.
16. Teachers Continuing professional
Development in France. A Systemic Transformation in Progress.
17.
Professional development and in-service teacher education in the Portuguese
system: views from outside and inside.
18. Practitioner Enquiry: exploring
method for understanding teacher learning.
19. Conclusion: A reflection on
the different routes towards innovation in teacher professional learning.
Index
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.
