In-service Teacher Education in Europe: conditions and themes for development in the 21st century

Abstract

This article highlights four themes which focus upon the roles of higher education in the development of transitional research into the continuing professional development of teachers. The first theme examines the contexts and conditions for teacher development over a career span. The second theme looks at what research tells us about the variables which affect professional learning and development, and the limitations of current approaches. Theme three is critical of rational research planning models which result in ineffective dissemination and utilisation. It suggests that more attention needs to be paid by researchers to issues of ownership, participation and equity. Theme four proposes that researchers need to revisit their own purposes, roles, responsibilities and accountabilities in order to move closer to those communities whose needs they seek to serve. Finally, the article suggests “sustained flexibility” as a means of establishing and building more effective networks for learning and development