Session Information
01 SES 12 A, Teacher Professional Learning and Development (PLD) in Europe (Part 3)
Symposium continued from 01 SES 11 A
Contribution
Comparing different educational systems is a task that can sometimes appear artificial. In fact, every one of them grew up from different histories and systemic conditions (Ostinelli, 2009). For performing this duty, we renounced to the use of “sharp” descriptive models, preferring a broader and flexible constructivist/complexivist teacher professional learning (PL) framework (Ostinelli and Crescentini, 2021). Based on these criteria, we defined a set of indicators: needs, validity, organic structure, sustainability, support, professional learning, frame, form and effectiveness. Starting from these indicators we created an online 30 item survey, and we submitted it from February to September 2022 to the presenting authors of this tri-symposium. This choice was done mainly for reasons of opportunity (in particular the high number of participant countries and of different languages spoken). However, it relied also on the argument that every author, even if from a subjective standpoint, is an expert of her/his national educational system, and in particular of teacher PL. We used frequency and Likert scales and we asked the respondents to provide further details, where appropriate, through open-ended questions. Therefore, our study has to be considered of explorative character. The resulting information can be an outline for further qualitative and quantitative investigations.
References
Ostinelli, G. (2009). Teacher Education in Italy, Germany, England, Sweden and Finland. European Journal of Education, 44(2), 291-308. Ostinelli, G., & Crescentini, A. (2021). Policy, culture and practice in teacher professional development in five European countries. A comparative analysis. Professional Development in Education, 1-17.
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