Innovation in Teacher Professional Learning in Europe

Abstract

The right of Ken Jones, Giorgio Ostinelli and Alberto Crescentini to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

“…Furthermore, school leaders play a crucial role in integrating professional learning into daily school life, promoting teacher engagement and leadership strategies. Despite policy challenges, empowering teachers with collaborative cultures and personalized learning programs is essential for successful development (Jones et al, 2023). As remarked by Croft et al (2010), school leaders should prioritize job-embedded PD, support instructional facilitators, allocate dedicated time for collaborative learning and use student performance data to create a supportive environment for continuous teacher learning.…”

“…The influence of context on teacher professional learning Educational policies, especially those concerning teacher development and learning, are deeply influenced by cultural, political and ideological factors (Jones et al, 2023). These…”

“…Since the 1960s, educational scholars have begun to question the potential of school systems in promoting equity and quality, resulting in a stronger emphasis on school effectiveness and teacher professional development (PD). This transitioned the approach to teacher development from conventional teacher training to continuous PD and, ultimately, evolving into teachers' professional learning (TPL) over time (Jones et al, 2023). This new approach has gained widespread acceptance among educational policymakers, researchers and practitioners (Olmo-Extremera et al, 2023).…”