FOOTT PRINTTS – Development of six success factors for the continuous professional development of teachers

Abstract

Continuous professional development for educators is becoming increasingly important internationally, as teachers are confronted with profound changes in education policy, technology and society. While the quality of training measures depends largely on the lecturers, in many countries these key figures lack systematic preparation and professional support. Despite individual studies on micro-aspects of teacher training, there is as yet no coherent, cross-national European approach that comprehensively analyses the conditions for success, effectiveness and sustainability of training programmes. Against the backdrop of the objectives of the European Education Area 2025, which emphasises the continuous professionalisation of teachers and the strengthening of their digital and pedagogical skills, the Erasmus+ project FOOTT PRINTTS addresses this research gap. The project brings together partner institutions from seven European countries and aims to pool theoretical and empirical findings, identify success factors for effective training and develop practice-oriented guidelines for teacher trainers. By promoting European cooperation, the exchange of best practices and the development of common materials, FOOTT PRINTTS contributes to improving the quality of teacher training and harmonising professional standards in the European education area. The Erasmus+ FOOTT PRINTTS study defines criteria for high-quality continuing professional development for educators and offers practical recommendations. Using a mixed-methods design, quantitative surveys and interviews in six regions of Europe were used to identify six dimensions of success for high-quality training that promotes the development of participants' skills, based on the empirical data collected. These success factors are ‘Professional Identity’, ‘CPD Satisfaction’, Professional Support’, ‘School Development & Participation’, ‘Organisation and Delivery’ and ‘CPD Design Elements’. The present results indicate that it is essential to view training as a multidimensional concept that combines the aspects of content quality, methodological diversity and organisational fit.