The Analytical Report of Good Practices and Intervention Models for Teacher Training summarizes existing knowledge and good practices for teacher training.
The report aims to help teacher training institutions to review their continuing professional development supply and motivate teachers to undertake substantial qualification and practice innovation paths at a transnational level. In addition, it is an innovative tool as it links the macro-scenarios for school system innovation and the school practice at the organizational and pedagogical levels.
Stemming from three intertwined actions – a European report design workshop spanning three months from the project kick-off meeting, transnational desk research, and the analysis of 35 good practices collected from the project partners – the report elaborates its results in five sections:
1. A theoretical framework for teacher training to support effective professional development.
2. The presentation of processes and rationale for collecting best practices and the methodology for analyzing functional elements.
3. The presentation of the Good Practice Elements (GPEs) as they emerged from the analysis of practice documentation.
4. Concluding remarks to guide future project actions.
5. The appendix shows the descriptive grids of the 35 good practices.
The report overcomes the model of ‘good practices’ to propose the idea of a set of Good Practice Elements (GPEs) due to the de-contextualization and re-contextualization process through which each element can be interpreted in new contexts. Each GPE refers to digital, innovation, inclusiveness, or creativity, teachers’ competencies that the Exciite project tackles.