ContinueUP identifies key barriers to recognising teacher learning across Europe
A growing gap is opening between the learning teachers undertake and the learning their national systems formally recognise for career progression. Although continuous professional development (CPD) is treated as a professional duty in most European countries, the activities that count towards it often remain narrowly defined.
The ContinueUP report on "The formal recognition of teachers learning" identifies the systemic barriers behind that gap and proposes concrete steps towards more flexible, outcome-focused recognition and accreditation frameworks at national and European level.
The diversity of approaches identified across Europe highlights both the complexity of the challenge and the need for further action. As teacher learning continues to evolve through online, international and collaborative forms of professional development, recognition systems will need to adapt accordingly.
The report provides a set of strategic recommendations for European and national policymakers, accreditation bodies, training providers and schools to support more flexible recognition frameworks and facilitate reciprocal recognition across contexts.
About ContinueUP :
ContinueUP addresses the question how education and training can be made more available and effective for teachers across the continuum of initial teacher education and continuous teacher training.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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