Open AccessA Pedagogical Model to Scale Up Effective Teacher Professional Development – Findings from The Teacher Academy Initiative of the European Commission
Author(s) -
Benjamin Hertz,
Hannah Grainger Clemson,
Daniella Tasic Hansen,
Diana Laurillard,
Madeleine Murray,
Luis Fernandes,
Anne Gilleran,
Diego Rojas Ruiz,
Danguolė Rutkauskienė
Publication year - 2020
Publication title -
european distance and e-learning network (eden) conference proceedings
Language(s) - English
Resource type - Journals
ISSN - 2707-2819
DOI - 10.38069/edenconf-2020-rw-0025
Subject(s) - professional development , european commission , teacher education , face (sociological concept) , adaptation (eye) , commission , work (physics) , pedagogy , scale (ratio) , political science , sociology , medical education , public relations , psychology , european union , medicine , business , engineering , mechanical engineering , social science , physics , quantum mechanics , neuroscience , law , economic policy
Teachers continue to experience change in education policy, societal trends, and cultural shifts in pedagogical thought, which all require a continual adaptation and innovation of their own practice. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the school education profession. However, many teachers across Europe claim to struggle to have access to effective forms of Continued Professional Development (CPD) coupled with the numerous demands already made on their work. Onsite (face to face) courses with opportunities for peer learning remain popular but are not time or financially cost-effective in reaching a large number of teachers. By exploring the pedagogical model of the online courses of the European Commission’s ‘Teacher Academy’, this article discusses how an effective, collaborative approach to online CPD can be developed as a way of addressing both teacher and school education system needs.