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Synopsis: Education: Teacher: Teacher:

School gardens flourish across the island and the state because of committed teachers whose work is supported

The University of Reunion Island Living Lab likes to foster open and sustainable territorial innovation involving researchers, teachers, students and entrepreneurs through teaching and learning.

if it facilitates communication between teachers and learners. The University of Reunion Island Living Lab for Teaching and Learning (UR.

which are the best means for showing examples from teachers and answering the questions of learners for a better education service.

but not always easy to learn without the help of a teacher. The massive use of technology demonstrates that we are living in the Digital Era,

Shemet†s research and that of his teacher Volodimir Fedenko focuses on one unusual aspect of interaction.

We need passionate teachers who are able to inspire interest vocations and future leaders. Environment and Sustainable Success 179 The diversity is not an excuse for lowering the educational level;

Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:

because most teachers lack the experience to deliver these specialised programmes. Thus we feel that teachers,

as well as students, should receive some entrepreneurship education. Research from the EU and other European countries has shown that participation in entrepreneurship programmes

and works with educators and teachers to introduce entrepreneurial concepts to students. Bizworld currently partners with schools in Dublin, Kildare, Wicklow, Galway, Cork and Limerick.

so that teachers know where to go to access entrepreneurs. A database of entrepreneurs could be established and managed by the LEOS or Enterprise Ireland,

In addition to this, extra funding was provided in Budget 2015 to allow for the recruitment of 1, 700 new teachers and special needs assistants for the classroom,

G#1v 4076 Teacher G#2v 4077 Academic staff member 0#3#academic staff member Academic staff member G#2v 4078 Assistant professor

G#2v 4083 Teacher 0#3#school teacher Teacher 0#3#teacher Teacher G#1v 4084 Teaching

G#2v 4085 Compulsory education 0#3#compulsory education Compulsory education 0#3#compulsory school attendance Compulsory education 0#3#compulsory schooling Compulsory education

G#2v 4086 Denominational education 0#3#denominational education Denominational education 0#3#religious education Denominational education G#2v 4087 Free education

that teachers retire, that public servants retire, and that we, rice-workers die before retiring. We die faster, without any doubt...

house swaps between teachers in the UK and Australia in the 1950s, but at least in the era of the

teachers cover the standard content by lecturing in front of a large class while students listen; students work

taught, how it is learned, how teachers teach, how students are tested, and how schools are structured The challenges that indicate that fundamental change is needed include the following

teacher to student but something that emerges from the students†own curiosity-fueled exploration†(Davis 2013

anybody can be a teacher or source of knowledge, learning occurs flexibly and sporadically, can be driven by

educational content and ICT application developers, teachers, parents and learners to work towards and attain a

students or learners and teachers) and for action on problems (new, innovative products for issues such as low

The teachers and game developers at Quest to Learn work both with and without students to develop new ways for students to learn about everything from

cases support knowledge communities for the students, teachers and sometimes parents or other pedagogical staff and to varying degree technical designers (for instance game designers in the Quest to learn example

perspective †be it the student or teacher. For example in School of One the student logs on and reviews his

scheduled to receive live instructions by a teacher along with 10 other students. The School of One program also

Each student or child can on her own without any teacher learn chemistry by playing a game.

between student and teacher, open new learning possibilities and shift the learning focus and offer new forms of

Teachers, games designers and curriculum experts come together in Mission Lab to develop effective learning materials

might be much more demanding for a teacher resident. Given the often smaller groups of students and need for

one-to-one advice, the capacities of young teachers-to-be can be utilised and hopefully become useful and

MOOCS are a digital form of the traditional teacher-centred instruction and hence online pedagogy could be further

of the public often believe that students and teachers at Q2l â€oeare playing video games all dayâ€, while many teachers

professional development workshops for external teachers and involving Q2l teachers in game development as part

teachers things, rather than helping them to developâ€. Q2l soon realised, however, that the process of co

been recognised that it is impossible to deliver for a teacher addressing a full classroom. Here technological

innovation †as with any pilot, processes of how to ideally involve all user groups such as students and teacher for

pedagogues or teachers and often involve additional change management processes. For instance the barrier described in the MONDEY case, not unknown to the sector of advanced learning and especially in early childhood

and the teachers involved in the different courses can reach a large amount of different students with their courses in a cost effective way.

Curricula are developed with teachers, designers and curriculum experts collaborating in Mission Lab. Teachers, games designers and curriculum experts work together to develop

new learning tools centred on gaming and learning. In MONDEY€ s case reciprocity works. There are already first

communities of teachers and students alike are only virtual, whilst in most other examples ICT supports online as

encourage the use of English by pupils and teachers both in the classroom and outside

The lecturer and the teacher use the spoken word as a basic element of transmission, even while they enlist the aid of

teacher or a good conversation with colleagues teaches us better and more than a visit to a

environments as the interaction between a teacher, a student and curriculum (the content which a student supposed to be

We have this ideal of how one teacher may profoundly affect a great number of students.

us could think of such a teacher. We may hardly remember what the core curriculum was and

we remember the one teacher who affected us the most. But that ideal vision may be rapidly disappearing in this new

teachers are trained to pass on entrepreneurial skills. As a result, 44%of young people in the

ï§Provision of training and awareness sessions for teachers on entrepreneurship. Build awareness amongst heads of schools, through targeted information sessions, to

time, updating the knowledge of teachers with respect to entrepreneurship and the educational approach to entrepreneurship in secondary education

Youthspark will include Office 365 for education, free technology tools for all teachers and students, and Skype in the classroom, a free global community for teachers to connect their

students with others around the world Website: www. microsoft. com/about/corporatecitizenship/en-us/youthspark/youthsparkhub

c. Technology is natural in the lives of the student †as the â€oedigital native††while the teacher †as

challenges for teachers and learners alike. Teachers can take on the role of expert-facilitators of learning

while students can own the learning process and acquire knowledge at their own pace. New ways of

149 Flipped classroom is a blended learning model that where the teacher leverages technology to instruct, while reserving

and importantly, the limited capacity of teachers to make more integrated use of ICTS for teaching

capabilities of teachers In Africa, Schoolnet Africa and the Panafrican Research Agenda on the Pedagogical Integration on ICTS

open and rapid communication between teachers and students. For instance, The Open University, based in the United kingdom,

health care by e g. improving the accessibility of these services, the training of teachers and mentors

on the †whole school approachâ€, including the role of teachers, parents and local communities,

and teachers in defining the most effective way to communicate and promote sustainability y Non-governmental organisations (NGOS:

Moreover, the system allows teachers to choose and custom-tailor the types of stories and games according to their learnersâ€

-ums and teachers, Holocaust education and Human rights Education practitioners, and others. The participants explored the most appro

shopper, a driver, a nurse, a gardener, a teacher or student †entailing so much of what makes us human.

in the public sector include initiatives making it easier for teachers or lecturers to take sabbaticals (as in Canada),

Teachers on the programme are themselves living with long-term conditions. Also, the US-based Citizen Schools organisation,

teachers to work in schools 518) Producer-consumer collaboration, such as Community Shared Agriculture, in which consumers advance finance to farmers to fund

-ate value alongside producers (no teacher can force students to learn if they don†t

and rapid communication between teachers and students. For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely availa

made up by a diverse demographic of students, teachers and professors professionals, makers and hackers

In addition large numbers of users are students, teachers and professors 161 Open Knowledge Foundation At a glance

feedback from both teachers and pupils regarding this RACHEL material has been encouraging, and students can now access large amounts of

and rapid communication between teachers and students. For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely availa

made up by a diverse demographic of students, teachers and professors professionals, makers and hackers

In addition large numbers of users are students, teachers and professors 161 Open Knowledge Foundation At a glance

feedback from both teachers and pupils regarding this RACHEL material has been encouraging, and students can now access large amounts of

distributing consumer education materials amongst teachers and other professionals, aimed inter alia at improving the digital literacy of young

Results of a survey of America†s teachers and support professionals on technology in public schools and classrooms,"National Education Association, 2008

relationships between and among students, teachers and educational institutions. Early digital developments had an evolutionary influence on one, two or three of these areas, but paradigm

media technology, great teachers mentored their pupils using primarily oral communication The second paradigm of education emerged with the advent of analog media technology

A teacher lectures to a group of students assembled in a classroom. Students read printed materials

interconnectedness among students and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1). The professor is no longer in the role of the grand

and teacher. Emerging technologies allow student and teacher to transcend these constraints. It†s 118

worth noting that more than half (56 percent) of adults in the U s as of 2013 use a smartphone

digital teacher via such an intelligent system An Evolving Role for the Educator A natural question many educators might ask is â€oewhat is the role for human teachers in such an AI

-driven environment? †A parallel case is what might be called the canary in the AI wordsmith†s

In the same way, human teachers need to focus on what they can do best. They should not be

Human teachers should return to the best qualities of the model developed by Aristotle, Socrates and Plato.

Human teachers should mentor their students. In particular, human teachers should focus on three domains that can frame all

knowledge: 1) ethics (a moral compass), 2) context (the interpretation of knowledge in historical or other context especially the broader stream of a discipline) and 3) critical questioning of

teacher. He has served as the chief of Minimally Invasive Surgery (laparoscopic) at Beth Israel Hospital in New york. While there, he designed

Live teachers can combine face-to-face mentoring with digital, networked mobile media to create an ongoing virtual classroom community.

and teachers. The line between teacher and student can blur, much as the line between professional journalist

and citizen reporter has blurred. In the 21st century, teachers will serve as guide and students will be active participants in a continuous

learning process helping to create, discover and share knowledge. This transition is vital because knowledge is advancing at an ever-faster pace

teachers can play an especially vital role in nurturing the development of this moral compass in

open and rapid communication between teachers and students. For instance, The Open University, based in the United kingdom,

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

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

a university teacher: I joint Out of Asia in 1998. There were not many trading companies at the

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

%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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