IDEAL FUTURE Work Package 3 Pedagogical Model

12 Figure 6: Respondents by Country There seemed to be a misunderstanding about teacher educators as when educators were asked about what sector they worked in, second level was the represented by 43% of participants, primary 24%, early years 14% and other was 10% (see figure 7). Figure 7: Respondents by level of Education 4.2 Professional learning: Past Experiences Interviewees were asked to describe professional learning that they had engaged in that had impacted their practice. Many participants described experiences that consisted of a variety of different types of professional learning activities, these ranged for formal accredited, formal unaccredited and informal. In terms of formal accredited learning many of the participants had engaged in some element of formal accredited learning. However, there was no narrative around their experiences in these programmes. In addition, several people had engaged in formal unaccredited training. These ranged from programmes offered by tech companies to government funded professional learning bodies. “And teachers also need the support of institutions and the educational system to guarantee them quality courses in this area.” (Sp P6) “First of all, I would love to have access to a wide range of resources of high-quality learning, this includes online courses, practical workshops, interactive websites, seminars, sessions with experts in educational change.” (Sp P17) “They can be online courses that are more dynamic and have more information so that teachers can acquire that knowledge that they do not have.” (Sp P29) 15% 6% 39% 27% 12% 0% 10% 20% 30% 40% 50% Spain France Ireland Latvia Martinique Demographic of respondents (country) 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Early years education (0-5) Primary education (5-12) Second level (12-18) Level of education respondents work in