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Chapter 3 advocates for professional learning that goes beyond surface-level improvements, aiming instead for transformative changes in educational practices.

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Chapter 2’s focus on ambitious stretch goals and transformative change aligns with the "Leadership" standard, which emphasizes a compelling vision and advocacy for professional learning impact

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Chapter 1 emphasizes the need for embedded, continuous, and collaborative professional learning.

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Setting the Stage for Professional Learning

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🎯 Purpose To evaluate the European Commission’s Teacher Academy MOOCs for their effectiveness, accessibility, and engagement in professional development. 📊 Methodology Mixed methods: Pre- and post-course surveys for both qualitative and quantitative data. 🧑‍🏫 Participants 48,000 teachers across Europe 💡 Findings Impact: 91% applied course content in their teaching.

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🎯 Purpose To explore factors influencing Ghanaian junior high teachers' engagement in professional development, considering it as an "investment." 📊 Methodology Mixed-methods approach with surveys and interviews to assess participation factors. 🧑‍🏫 Participants 522 junior high teachers from 12 districts in Ghana’s Central region. 💡 Findings Preferences: Teachers favor informal CPD, like peer discussions. Motivation: Primarily driven by career growth and practical benefits.

The findings from the Teacher Academy initiative confirm that well-designed online professional development can lead to meaningful changes in teaching practices and foster strong professional communities among educators, aligning with established principles of effective professional learning (Hertz et al., 2022)

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Abakah's (2023) study expands the understanding of teacher motivation by reframing it as 'investment,' considering both social factors and personal agency, thus broadening the conventional approach to professional development engagement

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Gary et al. (2017) challenge the common assumption that stretch goals universally boost performance, showing instead that these goals often lead to increased performance variance and reduced commitment, particularly when attainment discrepancies persist.

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. 🎯 Purpose To examine the impact of a transformative professional learning meta-model on early career teachers’ leadership and growth, emphasizing inclusion. 📊 Methodology Participatory Action Learning Action Research (PALAR) within a Community of Practice (CoP) model, including eight workshops and online interaction. 🧑‍🏫 Participants Seven early career primary teachers in Ireland with prior inclusive education training. 💡 Findings • Teachers developed as educators, researchers, leaders, and individuals. Enhanced inclusive practices and peer collaboration.

King and Holland (2022) update traditional professional learning models by demonstrating how a transformative meta-model supports early career teachers' growth across multiple roles, including educator, leader, and advocate for inclusion, within a collaborative community framework.

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🎯 Purpose To explore how informal teacher communities support the professional development and peer learning of medical tutors. 📊 Methodology Qualitative approach using observations and semi-structured interviews within two teacher communities. 🧑‍🏫 Participants 19 medical school tutors from various departments in the Netherlands, with 10 participating in interviews. 💡 Findings • Tutors developed a better understanding of their roles through shared solutions. Reduced isolation, fostering connections with peers.

Van Lankveld et al. (2016) confirm the value of informal teacher communities, showing that they enhance professional identity, role understanding, and peer support, which are key principles in effective professional learning.

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🎯 Purpose To explore and reimagine transformative professional learning that fosters critical teacher professionalism aimed at educational and social change. 📊 Methodology Conceptual review using narrative and systematic approaches, analyzing literature with themes like agency, purpose, and knowledge. 📚 Participants No empirical participants; instead, a synthesis of diverse literature on transformative professional learning. 💡 Findings • Existing studies lack comprehensive approaches to transformative learning. Advocates for linking professional learning to social justice and teacher activism..

Kennedy et al. (2023) update traditional professional learning models by advocating for transformative approaches that incorporate critical professionalism, emphasizing social justice and teacher activism as integral to effective professional development.

Confirmation

Abakah, E. (2023). Reframing motivation as ‘investment’ in teacher continuing professional development. Teacher Development, 27(3), 353–373. https://doi.org/10.1080/13664530.2023.2167858 Boylan, M., Adams, G., Perry, E., & Booth, J. (2023). Re-imagining transformative professional learning for critical teacher professionalism: A conceptual review. Professional Development in Education, 49(4), 651–669. https://doi.org/10.1080/19415257.2022.2162566 Gary, M. S., Yang, M. M., Yetton, P. W., & Sterman, J. D. (2017). Stretch goals and the distribution of Organizational Performance. Organization Science, 28(3), 395–410. https://doi.org/10.1287/orsc.2017.1131 Hertz, B., Grainger Clemson, H., Tasic Hansen, D., Laurillard, D., Murray, M., Fernandes, L., Gilleran, A., Rojas Ruiz, D., & Rutkauskiene, D. (2022). A pedagogical model for effective online teacher professional development—findings from the teacher academy initiative of the European Commission. European Journal of Education, 57(1), 142–159. https://doi.org/10.1111/ejed.12486 King, F., & Holland, E. (2022). Open access: A transformative professional learning meta-model to support leadership learning and growth of early career teachers. Leadership for Professional Learning, 78–102. https://doi.org/10.4324/9781003357384-6 van Lankveld, T., Schoonenboom, J., Kusurkar, R., Beishuizen, J., Croiset, G., & Volman, M. (2016). Informal teacher communities enhancing the professional development of medical teachers: A qualitative study. BMC Medical Education, 16(1). https://doi.org/10.1186/s12909-016-0632-2

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