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Factors that develop and support innovative teachers

The research presented in this symposium developed from the work of ATEE’s Research and Development Community (RDC) on the Professional Development of Teachers. Across Europe and beyond there is recognition of the importance of teachers in effective change processes to improve the quality of learning and teaching. Drawing on Fullan (2016), the aim of this research is to understand the phenomenology of change – how teachers and those who support them understand and experience innovation. The RDC members involved in the research took an exploratory research approach to address the research question: What are the characteristics and qualities of innovative teachers and how can they be supported to develop their innovative qualities? Data were collected by RDC members in 11 countries through semi-structured interviews with teachers, school leaders and teacher educators. Three papers will present the analysis of the views from each of these groups: innovative teachers (Paper 1) ; school leaders (Paper 2) ; and teacher educators (Paper 3). The presentation of each paper will be led by 2 different RDC members. Each paper will end by posing questions to stimulate interaction with the audience. RDC members who collected and/or analysed the data for each paper will act as a panel to respond to questions and stimulate discussion about teacher professional learning for innovationfrom the 3 different perspectives. A discussant from the European Commission will conclude the symposium highlighting the links between the RDC’s research and the work of the European Commission’s Working Group on Schools.

innovative teachers, career-long professional learning, conditions for innovation in schools

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