A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

During their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expe...

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Published inEuropean journal of education Vol. 57; no. 1; pp. 142 - 159
Main Authors Hertz, Benjamin, Grainger Clemson, Hannah, Tasic Hansen, Daniella, Laurillard, Diana, Murray, Madeleine, Fernandes, Luis, Gilleran, Anne, Rojas Ruiz, Diego, Rutkauskiene, Danguole
Format Journal Article
LanguageEnglish
Published Paris Wiley 01.03.2022
Blackwell Publishing Ltd
Subjects
Collaborative approach
Cooperative Learning
Distance learning
Education policy
Educational Change
Educational Policy
Educational systems
Electronic Learning
Faculty Development
Foreign Countries
Innovations
Instructional Effectiveness
Motivation
Online Courses
Pandemics
Pedagogy
Peer Teaching
Policy making
Professional development
School Administration
Teachers
Teaching Models
Tribunals & commissions
Europe
Online AccessGet full text
ISSN0141-8211
1465-3435
DOI10.1111/ejed.12486

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Summary:During their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leader in school management or a specialist area. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the profession. However, many teachers across Europe claim to struggle to have access to effective forms of continued professional development coupled with the numerous demands already made on their work. On‐site courses with opportunities for peer learning remain popular but demand time and are not financially cost‐effective in reaching a large number of teachers, nor are they viable during pandemic restrictions. By exploring the pedagogical model of the online courses of the European Commission's Teacher Academy in the context of these challenges, this article discusses how an effective, collaborative approach to online continued professional development can be developed as a way of addressing both teacher and education system needs.
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ISSN:0141-8211
1465-3435
DOI:10.1111/ejed.12486