Prof. Dr Bettina Rösken-Winter, University of Duisburg-Essen
Despina Potari, Associate Professor, University of Athens
Geoffrey Wake, Associate Professor, University of Nottingham
Prof. Dr Elke Sumfleth, University of Duisburg-Essen
Here you can download the schedule for track 4 (final version): Conference Programme Track 4.pdf
Regardless of the intervention mode (face-to-face, e-learning, blended learning…), professional development (PD), is most successful and sustainable when it involves collaboration between teachers and encourages reflection and mutual support. This is especially true when the PD focuses on innovative content (i.e. IBL, school lessons more closely connected to the world of work). Maximum intervention impact is achieved when several teachers (either from a single school or neighbouring schools) take part in a PD course and form a learning community. Such learning communities of teachers are sustainable because the members have a common aim, are mutually engaged and supportive, and share the experience and passion of involvement in a joint enterprise.
Learning communities involving teachers from secondary and primary school, or from general education and vocational schools have proven to be particularly interesting and valuable. Experience (i.e. in the EU projects PRIMAS and mascil) has shown that in such diverse learning communities, teachers benefit mutually from their different areas of pedagogical and content-related expertise.
This conference track offers an opportunity for presenters to exchange experiences from the practical field and/or to discuss relevant research results. Proposals in this track may include: practice-oriented reports from facilitators of learning communities, teacher educators, training centres and policy makers; and poster or paper presentations from the perspective of research and/or practice.
The track focuses on key questions such as (examples):