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In order to effectively support students, it is important for teachers to continuously develop themselves professionally. The digital transition brings both challenges and opportunities in this area. Teachers are challenged to adapt their practice to new ways of working and learning, and to help students develop new competencies, including digital skills. At the same time, new digital technologies offer opportunities to improve teachers' professional development and align it better with their needs and schedules.
The Teaching and Learning International Survey (TALIS) by the OECD shows that teachers have a need for more ICT-related professional development. Teachers should be able to confidently use new digital tools to enhance lesson content, teaching, and lesson organization. Digitally competent teachers are also better equipped to help students develop digital skills.
Project Objective
The aim of this project is to support the governments of Flanders and the Netherlands in designing, developing, and implementing reforms in digital education. This project contributes to more effective professionalization for teachers and better support for the digital transition in education.
Methods
This project is based on extensive research and analysis of current needs, facilities, policy measures, and financing mechanisms for professional development. Through a co-creation process, key stakeholders at every level of the Flemish and Dutch education systems are involved. Additionally, pilots have been conducted in schools to practically assess the necessary steps for the implementation of effective professionalization.
Results
The key results include:
- For digital professionalization, not only teachers but also school leaders and other professionals such as ICT coordinators and i-coaches play an important role. The project has developed an intervention talk board where these three actors define their own role in this process to achieve effective professionalization and ultimately good digital education. This talk board can also be used by schools to reflect on the major bottlenecks in the organization.
- Through a co-creation process with various stakeholders in the Netherlands and Flanders and a pilot program in schools, the project has developed elements for a tool to support schools in shaping digital professionalization. Some of these outcomes have already been translated into an article by Kennisnet.
- The project has formulated recommendations for policy and financing instruments through which the Ministry of Education, Culture, and Science can promote the digital professionalization of teachers from a national policy perspective.
Collaboration
The Flemish Ministry of Education and Training and the Dutch Ministry of Education, Culture, and Science have applied for and received support through the EU Technical Support Instrument (TSI). Dialogic is implementing the project in collaboration with ICF, Idea Consult, and expert Riina Vuokari (in the ASCENT+ consortium).
