ABSTRACT

This article outlines a secondary analysis of two European studies on innovative teacher professional development, through the lens of the Personal, Social and Learning to Learn European key competence. The 2018 European Recommendation describes it as being resilient, reflecting upon oneself, working with others, and managing time, information, learning and career. Adaptive, socio-emotional and metacognitive competences can be essential to harness other competences and navigate an unpredictable world, as argued in the LifeComp European framework. To nurture this key competence, teachers have to develop it themselves throughout the career. Innovative professional development can be a catalyst, addressing the complex and situated nature of teacher learning. It entails re-thinking time, space and mode of delivery, embedding active learning, relevance to practice, collaboration, coaching, feedback, and reflection. Innovative examples are presented as reciprocally related to Personal, Social and Learning to Learn, for resilient education systems in the wake of the COVID 19 pandemic.

摘要

本文通过个人、社会和学习欧洲关键能力的视角，概述了对两项关于创新教师专业发展的欧洲研究的二次分析。2018 年欧洲建议书将其描述为具有弹性、反思自己、与他人合作以及管理时间、信息、学习和职业。正如 LifeComp 欧洲框架所论证的那样，适应性、社会情感和元认知能力对于利用其他能力和驾驭不可预测的世界至关重要。为了培养这种关键能力，教师必须在整个职业生涯中自行发展。创新的专业发展可以成为催化剂，解决教师学习的复杂性和情境性问题。它需要重新思考时间、空间和交付方式，嵌入主动学习，与实践、协作、指导、反馈和反思的相关性。在 COVID 19 大流行之后，创新示例与个人、社会和学习学习相互关联，用于弹性教育系统。