Clay Dibrell is associate professor of strategic management in the College of Business at Oregon State university and research fellow at Bond University
Justin Craig is associate professor of family business and entrepreneurship at Bond University Address correspondence to: Clay Dibrell, 200 Bexell Hall, College of Business, Oregon State
for these scholars include the role of communication in facilitating successful innovation, best practices in terms of
-mation systems scholars (e g.,, Sakagu -chi and Dibrell 1998; Mahmood and Mann 1993) suggest that an appropriate
open and rapid communication between teachers and students. For instance, The Open University, based in the United kingdom,
original bookstore/cafã, in Washington, D c. Mr. Kramer is a frequent lecturer at colleges and universities around the world and a seminar leader
congestion, are accepted generally by most scholars working in this area. They are the factors that will prevent future generations from carrying out transport in the same manner that the
researchers and visiting scholars in Helsinki and through networks of collaborating scholars and institutions around the world
www. wider. unu. edu publications@wider. unu. edu UNU World Institute for Development Economics Research (UNU-WIDER
Challengesâ€, Diabetes Educator, Vol. 35, pp. 147-154 Balas, E. A. et al. 2000), â€oeimproving Preventive Care by Prompting
teacher quality; school autonomy engaging parents in education; and strengthening the curriculum. The Government established
Submit a white paper to the Storting (the norwegian Parliament) on teachers role and education Submit a white paper to the Storting on internationalisation of education
business manager, an academic researcher, an educator or a policy maker, success depends on be -ing well informed about the complex,
with a teacher in the company D2 Higher remunera -tion for a certified quali -fication
models and simulations for economics and business teachers, lecturers and students. The simulations also have support materials that have been written to enhance their educational value.
On top of this base, Guss adds four different types of teachers. Each teacher monitors the student's ongoing activity in the simulation and offers a particular type of intervention
Domains: Selling to Simulated Customers "Innosupport: Supporting Innovation in SMES "-9. 2. Use of Media to support innovation
Generally, however, a qualified national teacher is sufficient for this purpose and you can (and should) also use audio sources (discs, TV-spots, internet and other programmes to
Very often, beginners learn better with teachers of their own nationality. Native speakers are needed for conversation at a later stage of learning
the teacher speaks most of the time during the lesson ï We are thinking of organising an in-house language course.
the teacher to get to know the real needs. You pay for the training with time and money and if you
Khairiah Soehod is senior lecturer at the faculty of management, Universiti Teknologi Malaysia (UTM), Johor Bahru, Malaysia
Aslan A. Senin is senior lecturer at the faculty of management, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia (aslant@utm. my
Shoaib Akhtar is Phd scholar at Department of Management, Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia
Nevertheless, many scholars have argued that small firms are the engines of technological change and innovative activity, at least in certain industries (see the series
across countries and among scholars, many empirical explorations of the impact of innovation on productivity have relied on the CDM framework. 2
many scholars have predicted the demise of SMES. But in fact, the share of economic activity accounted for by SMES has risen in most OECD countries.
criticized by scholars in the field as being inadequate (Klofsten 2010, Davidsson and Klofsten 2003).
This work attempts to alert scholars working with firm performance research that a better approach is needed.
Earlier, some scholars called for a totally non -31 financial approach to valuing SMES (Lussier and Pfeifer 2001.
among scholars that SMES are an important source of innovation. Rothwell (1989) outlined several advantages of small firms according to their innovation capacities, including their
Scholars found that firm survivability is correlated positively to firm size (Mansfield 1962 Caves 1998. In the learning model theory of Jovanovic (1982), firms are assumed to possess
organizations have been viewed by scholars over time THE RATIONAL CLOSED SYSTEM The rational approach of organizational structure emphasizes the legal,
) One of the earliest scholars to apply this philosophy to management was The french industrialist Henry Fayol (1949.
Other scholars contributing to the development of this theory included Massie (1965), Simon (1997), and
scholars understand organizational structures, it has drawn criticism based on various arguments (Thompson 1961, Dalton 1950,1959 45
scholars looked at variations of organizational structures in an empirical way, introducing the comparative structure approach to organizational build up (Scott 2003.
thinking is based to a great extent on the work of scholars at the Tavistock Institute of Human Relations, in England.
Several scholars have conducted research that demonstrates the inseparability of the external environment from the entrepreneurial processes (Covin and Slevin 1991.
Some scholars in fact entirely reject the suggestion that qualitative research only can â€oedescribe†or â€oeexplore†the social world (Mason 1996
various scholars who are interested in issues of economic development in that region Summary of paper 5
1944) and by Katz (1955), to mention only these two scholars, highlight the fact that information exchange does not occur without social screening.
To allay some of the concerns about â€oesmart specialisation†scholars and policy advocates point out that it is oriented a vertically policy framework for priority setting at the regional level that combines
of Science, and Google Scholar: Strengths and weaknessesâ€, The FASEB Journal, Vol. 22, No. 2
universities train scholars and graduates to become entrepreneurs •Does current academic education fit to the needs of the regional economy †do regional
Lecturer Department of Entrepreneurship and Business Management Linet Hove Student of Entrepreneurship Arnold Thondhlana Lecturer Accounting Sciences and Finance Department
Nicholas Kakava Coordinator in Consumer Sciences Chinhoyi University of Technology, Zimbabwe Corresponding author: Rangarirai Mbizi
In turn, while scholars in the field of public administration and policy studies admit that there is a new †strategy and management paradigmâ€,
The importance of innovative marketing practices has been recognized by several scholars (Gerald Hills et al Creativity is a key to innovative capacity,
therefore, for scholars in this area is what new forms of integration may be needed to ensure that the various parts of the
a university teacher: I joint Out of Asia in 1998. There were not many trading companies at the
Lecturer, ISI (university of arts), Yogyakarta Ahmad, Director, Siji, Yogyakarta Ahmed Assegaf, Director, Tropical Handicrafts, Yogyakarta
Tosan Tri Putro, lecturer, product design department, faculty of architecture and design, Duta Wacana Christian University, Yogyakarta
x Support curriculum development that allows teachers to work in small autonomous and interdisciplinary teams
x Encourage a shift of ownership of assessment from teachers to learners x Revise examination systems in order to include also assessment of key competences and
Teachers are key agents for change and the importance of professional development has been emphasized. School Staff Professional Development relates to several other areas (e g
motivate teachers to acquire key competences and be active lifelong learners. Policy should x Invest significantly in updating Continuous Professional Development provisions
x Support and motivate teachers to develop and update their digital competence and ICT skills
x Recognize the role of teachers as agents of change Research Research has an important contribution to make in developing and mainstreaming ICT-ELI.
and motivate teachers to participate in professional networks, disseminating pedagogical innovation x Encourage the development of a'culture of innovation'at system level
Teachers and learners need to be empowered to connect with other people and ideas in order to open up and broaden the learning experience.
small networks of teachers. Policy should x Encourage the development of small networks of schools (i e. up to 10 schools
x Support the development of small teacher networks x Invest in structures, such as national and/or transnational inter-linked portals
the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
Support and motivate teachers to develop and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning
Enable teachers to develop their ability to adopt and adapt innovative pedagogical practices e g. formative assessment) for diverse learning settings and purposes
to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation Recommendation 7-School staff professional development area
Recognize the role of teachers as agents of change (rather than objects of change) and
encourage them to take ownership of innovation (teacher-led innovation Recommendation 8-School staff professional development area
prospective teachers acquire the key competences required for their role as agents of change Recommendation 9-Organisation and leadership area
of change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
5 The term teachers is used in this report in its broadest sense as meaning teachers, trainers, head teachers
of the recommendations according to four respondents'groups †teachers; researchers policy-and decision-makers; and others
-makers, teachers, researchers, IT developers etc. were conducted to provide firsthand experiences of learning innovations and inputs from real settings for the development of policy
In particular, 2 workshops with etwinning teachers were organized during the etwinning Conference 2012 in Berlin and an online survey with 74 etwinning teachers who took
part in a webinar was organized by the etwinning Creative Classrooms Group. 7 Findings from the
teachers, trainers, policy-and decision-makers researchers and others. They evaluated the proposed 60 recommendations and also provided more
teachers; trainers; technology providers and developers; researchers. The method of sampling used was a purposive, non-probability sampling,
The majority of the respondents were teachers, who represent 42.3%of the sample, followed by researchers (21.5%),decision-makers (10.7%),policy-makers (8. 1%)and
%Teachers 63 42.3 Trainers 5 3. 4 Researchers 32 21.5 Policy-makers (at EU, national, regional, local level) 12 8. 1
teachers and other educational stakeholders, has different enablers and barriers compared to small-scale projects and initiatives (Kampylis, Law, et al.
teachers, researchers, parents etc. in the co-development of open and flexible content and curricula
ineffective practices that increase teachers'and learners'workload without adding value. Hence there is a need for flexible curricula that would lessen teachers'workloads
and give them the autonomy to adapt curricula to the local context and needs (67.5
%Curriculum development that allows teachers to work in small autonomous and interdisciplinary teams (62.4%)has proved to be a very effective mechanism for empowering teachers to act as
agents of change rather than objects of change and to take ownership of bottom-up innovations
& Punie, 2013) teachers work in autonomous multidisciplinary teams of five to thirteen members, each team being responsible for
teachers adapt the national curriculum and co-develop timetables, content and pedagogies enabling students not only to acquire knowledge but also to
Besides teachers, a variety of other educational stakeholders such as curriculum developers researchers, parents, publishers, IT developers etc.
to teachers'autonomy Table 3: Content and Curricula policy recommendations Policy-and decision-makers can ensure that content
and avoid teachers'workload. 148 67.5 2. Promoting curriculum development that leaves room for teachers to work in small
autonomous and interdisciplinary teams, with enough flexibility to choose the content timetable etc 149 62.4
6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)) in the co-development of flexible and research-based curricula. 149 56.4
Teachers/trainers, researchers, policy/decision-makers and others agree that the most relevant recommendation is â€oepromoting through the curricula innovative pedagogical practices
and lessen teachers 'workload. †17 3. 2 Area 2: Assessment In a snapshot There is a consensus among educational stakeholders that
from teachers to learners; and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process
and motivate teachers to shift the ownership of assessment to learners (68.8%).%)Assessment for learning (as opposed to the assessment of
their learning, in collaboration with their teachers and peers, and become self-directed and self -regulated learners
information to the learner and the teacher to improve their practices. Policy action is needed to
%9. Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.
There are slight differences between the four groups of participants (teachers/trainers, researchers policy-and decision-makers and others) regarding evaluation of assessment recommendations
In particular, for teachers/trainers the most important recommendation is to shift the ownership of assessment (emphasis on self-assessment),
recommendations that teachers are key agents for any sustainable implementation and further up take of ICT-ELI.
to support and motivate teachers to be active lifelong learners and acquire the key competences and skills required in the context of
to recognise the role of teachers as agents of change; and encourage them to take the
the key role of teachers, among other stakeholders, in guiding and implementing ICT-ELI and invest
%)These teacher competences imply a wider more systemic view of teachers'professionalism (compared with teaching competences that refer
to their role in classroom), as they also include their role outside school e g. in the local community
) As teachers are the main actors in this continuous process of innovation (i e. applying changes to their own
Only self-confident and competent teachers can educate self-confident and competent students As shown in the Survey of Schools:
third of EU students are taught by teachers for whom ICT training is compulsory and around 70%of
EU students are taught by teachers who invest their own spare time in developing ICT-related skills
This shows that, in general, teachers are motivated and willing to develop their digital competences but the need for investing in and updating initial teacher training and Continuous Professional
and motivate teachers to develop and update their digital competence and ICT skills (through formal and/or informal
skills development programmes should be key element of Initial Teacher Training20 and Continuous Professional Development
should empower teachers to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings
%In particular, teachers'professional skill sets should shift from subject knowledge towards expertise in pedagogy (e g.
professional development can be followed to support teachers in their new and challenging roles in the context of ICT-ELI.
As one of the participants stated"†teachers continuous professional development is extremely important for the uptake of innovative practices.
and incentivise teachers to share their innovative practices with peers and other stakeholders through online and/or offline networks (71.1%).
participating in teacher networks and following innovative practice development of the field should become part of both initial teacher education and in service training
and creative engagement by teachers to realise changes in teaching and learning practices. Hence strategies that acknowledge the key role of teachers in implementation should be devised by policy
-and educational-decision makers and updated professional development provisions should be offered at local, regional, national and EU level
and professional skills teachers require to play their key role in the context of ICT-ELI
Policy-and decision-makers could empower teachers to play the role of agents of change by:
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
Supporting and motivating teachers to develop and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (eerror-Flatefilter:
Recognizing the role of teachers as agents of change (rather than objects of change and encouraging them to take the ownership of innovation (teacher-led innovation.
136 74.3 17. Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of
change 136 74.3 18. Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community
and businesses 135 71.1 19. Promoting a blended approach to continuous professional learning and development
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
For teachers/trainers and others the priority for policy-and educational decision-makers should be to support
and motivate teachers to develop and update their digital competence and ICT skills as lifelong learners themselves
Policy/decision-makers said the most important priority should be to update initial teacher training and invest in continuous professional development provisions that empower school staff to
For researchers, the most relevant recommendations in this area are"Enabling teachers to develop their ability to adopt
assessment) for diverse learning settings and purposes"and"Supporting and motivating teachers to develop and update their digital competence and ICT skills,
teacher-led research) empowering"†each school/institution to develop a culture of research/experimentation"and promoting"†collaboration of teachers with related educational and
educational technology research programmes. Innovation in schools cannot be isolated from on -going researchâ€."("participants in the online consultation
but teachers, school leaders, parents and educators do not ever learn about it. This is (a) because research is not available (they need to
pay or go to a licensed library to download) or (b) because they do not know that this research
%Last but not least, policy should support the application of various research methods (e g. teacher -led research, control groups, experimental research, longitudinal studies, social networks analysis
Supporting the application of various research methods (e g. teacher-led research control groups, experimental research, longitudinal studies, social networks analysis
policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc 129 58.0 26.
%)This could be, for example, participation by teachers in national/international conferences, workshops and professional networks for dissemination of
and (iii) multi-pronged strategies targeted at school leaders, teachers teacher trainers, parents and other stakeholders
In conclusion, policy actions should initiate and facilitate the profound changes in organisation and leadership strategies needed to allow learning organisations to envisage
to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation 122 74.6
fear of change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
Developing monitoring mechanisms to ensure that the well-being of teachers and learners and values like equity and inclusion are taken into account. 122 63.1
Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish. 122 59.0
For teachers/trainers and researchers the most important recommendation is â€oeencouraging the development of a'culture of innovation'at system level, removing the fear of change and
supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new thingsâ€, while for policy/decision makers and others it is:
to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation. †3. 6 Area 6:
a whole new frontier in learning, empowering both teachers and learners to connect with ideas and
IT providers), research (e g. research centres), higher education (e g. teachers trainers cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions
families, and the wider public (e g. local communities) to build trust and endorse the common vision
teachers and learners with other educational stakeholders at local level and beyond in order to open up
(i) directly to the experiences of teachers and (ii) enhanced by horizontal communication with peers who are already successful in practising these technologies
teachers/schools have proved to be more flexible and personalised and enable more in depth exchange and collaboration (Miyake, 2013
teacher associations) and the wider public (e g. parents associations) to build trust, assure mutual objectives,
teachers and learners to connect with people and ideas in order to open up and broaden the learning experience by
Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible
making it easier for teachers to participate in a number of them (e g. without having to
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration
Teachers and others prioritise the recommendation"Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from
each other in a more flexible and personalized way "Researchers, however, value most the recommendation"Investing in structures, such as national
learning resources for teachers'professional development) and exchange knowledge "Policy/decision-makers give their highest recommendation to developing data portability and
interoperability between online professional networks, making it easier for teachers to participate in number of them
insufficient equipment is reported still as a major obstacle for ICT use by teachers and headmasters. Nevertheless, it was shown also that there was no overall relationship between high
levels of infrastructure provision and teacher and student use, confidence and attitudes However, development of infrastructure varies a lot between and within countries;
while for teachers/trainers increased efforts and investments in ICT infrastructure to support effective implementation and evolution of innovation for learning is more
%)In the process of education, teachers are 29 the most important players. It is recognised that the support to teachers is necessary for successful
implementation of change Which'individual'recommendations received the most support? In the table below (Table 11
provisions (including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
and orchestrating learning instead of transmitting knowledge 81.3 134 14. Supporting and motivating teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings
teachers to participate in professional networks, disseminating pedagogical innovation 74.6 122 16. Recognizing the role of teachers as agents of change (rather than objects of change
and encouraging them to take the ownership of innovation (teacher-led innovation. 74.3 136 17.
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents
of change 74.3 136 31. Encouraging the development of a'culture of innovation'at system level,
the fear of change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
made into teachers'Continuous Professional Development and Initial Training and that knowledge exchange is encouraged to ensure that they acquire the key competences
stakeholders, especially teachers. They also affect teachers†continuous professional development Changing curricula requires not only changing content,
This means increasing teacher competence in the teaching practices applicable to new curricula and also an additional workload for teachers. 21 Teachers†competences are developed and
strengthened through continuous professional development and initial teacher education and also through networking and peer-collaboration (Connectedness
For instance, only digitally-competent teachers (see School Staff Professional Development) are able to use ICT infrastructure efficiently for innovating teaching and
and directs and supports teachers in their innovative practices Therefore when applying changes, they should be applied in all areas, as simultaneously as
21 Teachers'workload due to extensive and heavily prescribed curricula and/or curricular changes was also a
6. Policy-and decision-makers should recognise the key role of teachers, among other stakeholders, in guiding
and support connectedness of teachers and learners with other educational stakeholders at local level and beyond in order to open up
) Supporting teacher competence development for better learning outcomes. Retrieved 15 november 2013, from DG Education and Training
Teacher networks-Today†s and tomorrow†s challenges and opportunities for the teaching profession. Brussels:
teacher trainer researcher policy-maker (at EU, national, regional, local level decision-maker (e g. school head, chief education officer, university dean, etc
Promoting the involvement of education stakeholders (e g. teachers, parents researchers etc. in the co-development of flexible and research-based curricula
Promoting curriculum development that leaves room for teachers to work in small autonomous and interdisciplinary teams, with enough flexibility to choose the
and avoid teachers 'workload Promoting the incorporation into formal curricula of effective practices from informal learning (e g. learning by trial and error
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
teachers, and/or by students, which provide information to be used as feedback to enhance learning
Policy-and decision-makers could empower teachers to play the role of agents of change by
Recognizing the role of teachers as agents of change (rather than objects of change and encouraging them to take the ownership of innovation (teacher-led innovation
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as
agents of change Investing significantly in updating Continuous Professional Development provisions including the education of teacher trainers) to ensure that in service teachers
acquire the key competences required for fostering and orchestrating learning instead of transmitting knowledge Enabling teachers to develop their ability to adopt
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes Helping teachers to acquire much greater proficiency in data handling and methods
such as learning analytics, which would allow them to monitor and personalize learning processes Supporting and motivating teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents
Supporting the application of various research methods (e g. teacher-led research control groups, experimental research, longitudinal studies, social networks analysis
policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc Supporting research on (physical and mental health, security and legal issues related
Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish
Developing monitoring mechanisms to ensure that the well-being of teachers and learners and values like equity and inclusion are taken into account
removing the fear of change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
centres), educational practice (e g. teacher associations) and the wider public (e g parents associations) to build trust, assure mutual objectives,
teachers to participate in professional networks, disseminating pedagogical innovation 9a. If you have additional policy recommendations concerning organisation
and realise strategic plans to empower teachers and learners to connect with people and ideas in order to open up
Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration
making it easier for teachers to participate in a number of them (e g. without having to
and avoid teachers `workload 1. 4 2. 7 6. 1 5. 4 16.9 21.6 45.9 67.5
for teachers to work in small autonomous and interdisciplinary teams, with enough flexibility to choose the content. timetable etc
e g. teachers, parents, researchers etc. in the co -development of flexible and research-based curricula
from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
orchestrating learning instead of transmitting knowledge 3. 0. 7 4. 5 10.4 28.4 53.0 81.3 Supporting and motivating teachers to
develop and update their digital competence and ICT skills (e g. through in service training peer-learning and informal and non-formal
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for
Recognizing the role of teachers as agents of change (rather than objects of change) and
innovation (teacher-led innovation 1. 5 2. 9 21.3 28.7 45.6 74.3 Updating Initial Teacher training (including
prospective teachers acquire the key competences required for their role as agents of change 2. 2 4. 4 1. 5 17.6 27.2 47.1 74.3
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
research methods (e g. teacher-led research control groups, experimental research longitudinal studies, social networks analysis learning analytics, big data research, etc.
policy-makers, school leaders, teachers learners, parents, IT providers, educational content providers etc 1. 5 2. 3 6. 1 9. 9 22.1 35.1 22.9 58.0
and motivate teachers to participate in professional networks, disseminating pedagogical innovation 1. 6 1. 6 1. 6 6. 6 13.9 32.8 41.8 74.6
change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
the well-being of teachers and learners and values like equity and inclusion are taken into account
Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish
practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust, assure
small teacher networks (up to 10 participants at local level and/or beyond) for learning from each
learning resources for teachers professional development) and exchange knowledge 2. 5 3. 3 6. 7 5. 8 17.5 31.7 32.5 64.2
easier for teachers to participate in a number of them (e g. without having to duplicate data
Supporting the development of bigger teacher professional networks (networks of networks that offer a wider range of opportunities for peer
teacher /trainer researcher policy /decision -maker other m (sd) n m (sd) n m (sd) n m (sd) n
stakeholders (e g. teachers, parents, researchers etc in the co-development of flexible and research -based curricula
room for teachers to work in small autonomous and interdisciplinary teams, with enough flexibility to
avoid teachers`workload 5. 85 1. 53 68 5. 81 1. 4 32 6. 14
teacher /trainer researcher policy/decision -maker other m n m (sd) n m n m n
from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
Teachers professional development according to the background background teacher /trainer researcher policy /decision-maker other m sd) n
m sd) n m sd) n m sd) n Recognizing the role of teachers as agents of
change (rather than objects of change) and encouraging them to take the ownership of innovation (teacher-led innovation
6. 1 1. 13) 62 6 0. 96) 29 6. 04 0. 87) 26 6. 53
prospective teachers acquire the key competences required for their role as agents of change 5. 97
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
orchestrating learning instead of transmitting knowledge 6. 25 1. 24) 60 6. 24 0. 99) 29
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
Supporting and motivating teachers to develop and update (e g. through in service training, peer-learning and informal and non
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other
teacher /trainer researcher policy /decision-maker other m (sd) n m (sd) n m (sd) n m (sd) n
Recognizing the role of teachers as agents of change (rather than objects of change) and
innovation (teacher-led innovation 6. 1 1. 13) 62 6 29 6. 04 26 6. 53 19 (0. 96)( 0. 87)( 0. 77
prospective teachers acquire the key competences required for their role as agents of change 5. 97 62 6. 03 29 6. 04 26 6. 32 19
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
orchestrating learning instead of transmitting knowledge 6. 25 60 6. 24 29 5. 77 26 6. 53 19
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
Supporting and motivating teachers to develop and update (e g. through in service training, peer-learning and informal and non
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other
teacher /trainer researcher policy /decision-maker other m sd) n m sd) n m sd) n
teachers and schools to allow more innovative teaching and learning to flourish 5. 66 53 5. 67 27 5. 4 25 5. 47 17
that the well-being of teachers and learners and values like equity and inclusion are taken into account
teachers, and other stakeholders when taking sensible risks and trying new things 6. 12 52 6. 19 27 5. 67 24 5. 88 17
practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust, assure mutual objectives,
to support and motivate teachers to participate in professional networks disseminating pedagogical innovation 5. 83 53 6 27 5. 92 25 6. 29 17
teacher /trainer researcher policy /decision-maker other m sd) n m sd) n m sd) n
small teacher networks (up to 10 participants at local level and/or beyond) for learning from each
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer
easier for teachers to participate in a number of them (e g.,, without having to duplicate data
resources for teachers professional development and exchange knowledge 5. 66 1. 59) 53 5. 65
teacher /trainer researcher policy /decision-maker other m sd) n m sd) n m sd) n
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