Collaboration and teacher networks
A recent ETF survey (2018) carried out in the Western Balkans and Turkey suggests that more than two-thirds of teachers in the region are not yet collaborating in any formal way with colleagues outside of their own institutions. Even within institutions, different categories of teachers and trainers (practice instructors, teachers of theory or general education, and trainers in companies with which the school works) seldom meet to coordinate their inputs. Professional networks, whether face to face or online, represent an efficient way for teachers to learn and collaborate to improve their teaching.
It is recognised that the most effective approaches for continuing professional development are based on learning from peers. Without teamwork, the new tasks cannot be implemented, and it becomes important that teachers start thinking about their new roles in a context of collaborative work. Teamwork among teachers can stimulate informal conversations. Teamwork could take the form of mentoring, in which teachers work with at least one related professional on a sustained basis.
CPD programmes can involve early, mid and end career professionals with different backgrounds. In order to engage them constructively in the design and implementation of innovative curricula, each group should be appropriately engaged. Differentiated professional development and differential career tracks can help. Within schools, starting teachers can bring fresh ideas, new technologies, the newest theoretical knowledge and fresh ambitions to these new tasks. Mid-career teachers will be able to test new approaches to their perception of what is possible, and are more likely to be open to new technologies and accept that they need to adapt and interact with the changes. Teachers at the end of their careers can be more difficult to convince about the need for change; they may have habitual ways of teaching, and be more likely to challenge the reasons for reforms. At the same time, it is amongst this group that you find teachers with more design experience and institutional memory, which can be useful while discussing implementation.
Informal means of continuing professional development, integrated into teachers’ work, can be combined and coordinated with formal CPD programmes. It is evident that teachers who are experienced and convinced of the reforms can play an important role in shaping reforms. They will be able to lead teams in their own institutions, or across different institutions. There are many teachers who have an intrinsic commitment to improving their teaching through professional development. More experienced teachers need to be empowered in educational improvement, and given appropriate roles to play.
Modular approaches are often interdisciplinary, better integrating theory and practice and more closely linked with mimicking the realities of the world of work. This requires integration of subjects and domains, and close collaboration of teachers for general education, teachers of vocational theoretical subjects, practical instructors and trainers in companies.
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