Overview

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.

Full Product Details

Author:   Ken Jones (University of Wales Trinity St David, Swansea, UK) ,  Giorgio Ostinelli ,  Alberto Crescentini (University of Applied Sciences and Arts of Southern Switzerland)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.490kg
ISBN:  

9781032345260

ISBN 10:   1032345268
Pages:   252
Publication Date:   30 January 2025
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

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Author Information

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.

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