IDEAL FUTURE Work Package 3 Pedagogical Model

23 and then like then allow allowing you the time then to implement it so that you can teach it to teachers (IE P25) The need for practical learning was a theme that emerged quite extensively in our analysis. The use of example and practical advice within professional learning was seen as a way to enable teachers to apply to practice. The key to professional development success: - practical experience and very concrete examples of how the tool/method can be implemented directly in your teaching; - professional development leaders are people who have real experience in the educational institution/understanding of the learning process at a particular stage, not just theoretical knowledge. (LV 7 in-service teacher) Yeah, it has to be something that. Is it's easy to adopt it and where you could see a real-life example of it being used and how then you can say, right (IE P11) I suppose it was and practical. It wasn't, you know, purely based. And she used lots of examples from her own schools. So yeah, it was. It was just a very realistic course. (IE P13) For a professional development course to count, it would be compulsory for the teacher to try it out in practice in their own school, in their own lessons. The teacher would then have the opportunity to share his/her experience, although if the teacher concluded that the tool could not be used in the school, the reason would have to be clarified. (LV future teacher 28, with one year of teaching experience) The provision of resources for educators to try was seen as positive, however as mentioned in the previous section care must be taken to encourage educators to adapt these for their own context in a critical manner rather than replicating, hence the need for critical digital pedagogy. And so perhaps providing opportunities to critique practical approaches, examples or resources may be effective. “It was also very useful to make a resource bank where we used videos, activities, interactive sheets, games, songs and I participated in it, I did not lead it, but I did collaborate.” (Sp P34) Teacher shares the observation, that sometimes lecturers and teachers overdo it with the inclusion of digital solutions, there should be a balance, replacing their primary teacher functions, for example, if the teacher does not demonstrate in the classroom how to perform a task, but instead shows the students a video of the performance of this task or giving students a digital tool and asking them to learn the material on their own. Technologies should be a teacher's support, not a substitute, otherwise the meaning of communication may be lost, students' socialization skills may decline, the importance of the teaching profession may decrease (LV, in-service teacher, 6 years). We find with the with the seminar is the feedback is generally positive when they're given resources, they like to go away with a bank resources. (IE P16) come away with it and feedback to your screen and you get you get a USB full of resources. this is actually genuinely going to improve teaching and learning. I didn't just go listen to something for 40 minutes for the sake of saying I attended something. (IE P2) We were given and exemplars and something else that I can't remember from the curriculum we were given that, and we would work with that, and then she would come back and see how we get on with it. It's not a big mystery like everybody can do something and build on what you know, exemplars. (IE P22) In addition, hands on experience where those learning were provided with opportunities to try digital learning activities or resources physically was welcomed.