IDEAL FUTURE Work Package 3 Pedagogical Model

28 Figure 11: Respondents Preferences for recognising professional learning The data describes a complex context for digital education across Europe Educators highlight the difficulties they face in supporting changes to practice, some of this is related to fear, others to time and workload. Many have highlighted the role of professional learning in supporting educators. However, these needs be situated in practice, sustained, continuous and facilitate collaboration and sharing of practice. It creates strong argument for the development of a multifaceted model of professional learning that meets the emotional, practical, and cultural needs of educators and educational leaders throughout the sector and meets people where they are. Furthermore, the narrative regarding digital learning alludes to disruption and transformation but this takes time and is incremental, progressive, reflective, and not a finite destination, more a journey of which professional learning individual and collaborative engages participants in critical dialog to balance the complexities and nuances the sector faces. 5 Discussion The interviews and surveys provided an overview of the professional learning experiences of educators and educational leaders. In most cases past experiences professional learning experiences have been sporadic and informal or once off formal courses, informal practices including experimental approaches; trial and error, and school meetings featured widely. The narratives describing a lack of continuous, sustained and goal -orientated professional learning is in stark contrast to the research on effective professional learning approaches identified in the integrated literature review. The lack of sustained models also relates to some of the challenges outlined in work package 2 concerning the challenges educators and educational leaders face, particularly with regard to support and disparate skills. This is a major barrier to supporting digital transformation and change across the sector. Regarding the desired learning experiences, individuals spoke in general about their idealised views of professional learning many of which aligned to that of the findings of the integrated literature review (ILR). However, within the interviews and surveys this is not nuanced by the level of proficiency, and so it is necessary to use the integrated literature review to inform the pedagogical model. Within the interviews there was a significant demand for formal learning, this is similar to that identified in the ILR in which formal learning formed was an element of professional learning at all levels of proficiency. Regarding mode of delivery in the interviews and surveys participants had Career progression Certificate of Completion Accredited programme Micro credential 0% 5% 10% 15% 20% 25% 30% 35% 40%