01 SES 14 B, Current Developments and Trends in Teachers’ Professional Development, Policies and Practices in England, Sweden and the Netherlands
Although teachers’ professional development and teacher professionalism have become a central concern in national education policies, its implications for teachers and education employers are still not very well elaborated. In most European countries, CPD is not regulated (Eurydice, 2018). Competence frameworks mostly only define one competence level defining minimum quality (Eurydice, 2018). Also, most system show a lack career opportunities within the teaching profession itself (Eurydice, 2018). As a result, the call for teacher’s professional development is not reflected in system structures, leaving professional development as an individual responsibility with little consequences for teachers’ daily work. This can easily lead to frustration when teachers develop new skills, competences and qualities, but have little opportunities to apply these skills, competences and qualities. This especially becomes evident when teachers develop qualities which go beyond daily classroom teaching and deal with general quality issues in school (Snoek, 2014; Snoek, Knezic, Van den Berg, Emmelot, Heyma & Sligte, 2018). To make professional development a cornerstone of the teacher profession, it is necessary to redefine the teacher profession as a dynamic profession characterized not only by professional development, but also by development in roles, expectations and recognition. Within the Netherlands the above discussion has led to a redefinition of the teacher profession, widening the profession by adding to the role of supporter of pupils’ learning also the role of developer of teaching and learning, organizer of teaching and learning, and supporter of the learning of colleagues. The resulting model also includes different levels of teachers expertise. The resulting model (Snoek, de Wit, Dengerink, van Eldik, van der Wolk, Wirtz, 2018) provides a frame of reference and a shared language for teachers, school leaders and teacher educators, emphasizing widening or deepening teacher expertise. In the past year, the model has been widely used by teachers by school heads and by teacher educators. Using the principles of design research (Bereiter, 2002), we will elaborate the choices that have been made during the design process (actors involved, elements included, ways of communication), elaborate the main characteristics of the resulting model, its limitations, the critiques that have been collected, and the way how these critiques have been incorporated in the discussion and use of the model, and finally discuss the impact of the model in discussions on teacher careers and teacher development and the attractiveness of the profession at local and national level.
Bereiter, C. (2002). Design research for sustained innovation. Cognitive Studies, 9(3), 321-327. European Commission (2015). Shaping career-long perspectives on teaching. A guide on policies to improve teacher education. Brussels: European Commission. Eurydice (2018). Teaching careers in Europe: access, progression and support. Luxembourg: Publications Office of the European Union. Snoek, M. (2014). Developing Teacher Leadership and Its Impact on Schools. Amsterdam: HvA. Snoek, M., Knezic, D., Van den Berg, E., Emmelot, Y., Heyma, A.,& Sligte, H. (2018) Impact of in-service Master of Education programmes on teachers and their working environment, European Journal of Teacher Education, 41(5), 620-637. Snoek, M., de Wit, B., Dengerink, J., van Eldik, S., van der Wolk, W., & Wirtz, N. (2018). Een beroepsbeeld voor de leraar: handvat voor loopbaan- en ontwikkelpaden. In: F. Cörvers, & M. van der Meer (Eds.), Onderwijs aan het werk - 2018: analyses, feiten en visies over werken in het onderwijs (pp. 197-209) [A professional image for the teacher. Support for career and development paths]. Den Haag: CAOP.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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