About
The New Learning Club on Teachers Professional Development (TPD) brings together educators and experts to discuss and analyse innovative TPD approaches that can enhance teaching quality and learner outcomes. Beyond exchanging practices, the Club will explore how different countries design and implement TPD, identifying both barriers and enablers of innovation.
The Club will organise, from April to November 2025, periodic online conversations, where innovative TPD practices will be presented and discussed. Based on these exchanges, ETF in collaboration with Club members will co-produce a set of recommendations to inform future TPD initiatives, that will be presented during a final open webinar.
The Club is an initiative of the ETF Community of Innovative Educators and provides a space for educators to engage in a global learning community, gain insights into effective and scalable TPD models, and co-create a resource that synthesises key findings and recommendations. The club is led by Alice Aldinucci, ETF Human Capital Development Expert.
Timeframe
How to join
Participation is open and free of charge, members shall contribute with their experience, ideas, and enthusiasm. Interested participants should submit an Expression of Interest by filling this registration form.
Why join the TPD Learning Club? ✨
🔹 Engage with an inspiring Community of educators and experts
🔹 Explore scalable, effective TPD models
🔹 Contribute to a set of recommendations for future TPD initiatives
🔹 Get featured in our final open webinar presentation
Updates
📣Teachers’ Professional Development: call for practices
Meetings
6th October, Catch-up meeting. Taking the occasion of World Teachers’ Day as a meaningful moment for reflection and action, the New Learning Club on Teachers’ Professional Development (TPD) met on 6 October 2025 to explore innovative and inclusive approaches that enhance teaching quality and support continuous professional growth.
July 7th, Catch-up meeting . Experts from the World Economic Forum, from ETUCE and LLLP, reflected about topics related to professional development of teachers. The meeting paved the way to the Club's outcome, that will be framed and drafted together by all members, taking into consideration the five thematic areas identified by participants during the Kick-Off Meeting.
See the recoding below:
The Club officially started its activities with an online meeting on 30th April 2025, which gathered almost 100 participants!
This kick-off session created an inspiring opportunity to connect, collaborate, and start shaping the future of professional learning together.
- Keynote "Teacher professional development in the context of sustaining educational reform despite the war challenges" by Lilia Hrynevych (Vice-Rector at V. N. Karazin Kharkiv National University and Supervisor of the Teachers’ Academy. Former Minister of Education and Science of Ukraine)
- Cooperative session in groups full of engaging conversations, valuable insights from the participants.
- Interactive activities for members: poll 1 "Which country are you joining us from?", poll 2 "What’s your superpower as a teacher/educator?", poll 3 "What is your takeaway from today’s webinar?"
Find the recording below:
That s great
Has the registration period expired?
No, the call for Expression of Interest is still open, please fill the form above
That s great
The TPD Club is a very valuable space for exchange. It would be interesting to explore how we can move from one-off trainings to more continuous, practice-based teacher development, such as peer learning, mentoring, and school-based approaches. Another important area is understanding what actually works in TPD, especially how to measure its real impact on teaching and student outcomes. The role of AI in supporting teachers — for example in lesson planning, feedback, and reflection — could also be a relevant topic. In addition, discussing micro-credentials and more flexible upskilling pathways for teachers, as well as approaches to inclusion and preparing teachers for diverse classrooms, would be very useful. Finally, strengthening the link between teacher professional development and labour market needs, particularly in TVET, could add strong practical value. It would also be great to include more real examples and cases from different countries to keep the discussions grounded and applicable.
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