We are happy to share the publication of the new empirical research report from our Erasmus plus project FOOTT PRINTTS Focus on Teacher Training Practical Guidelines for In Service Teacher Trainers, written by Christian Rudloff and Christiane Gesierich.
The report presents results from our extensive European partner research process that looks closely at how continuing professional development for teachers is designed, delivered, and experienced. It combines quantitative data from a large sample with qualitative insights from expert interviews across six European partner countries.
The study focuses on key aspects of teacher training such as training formats, practical relevance, implementation conditions, trainer competences, motivation, participation, resources, and overall satisfaction. By looking at individual, institutional, and system levels, the report provides a broad and realistic picture of current strengths and challenges in teacher professional development.
One central finding is clear. Professional experience alone does not automatically lead to high quality teaching. Well planned, practice oriented, and supported training opportunities are essential to help teachers respond to changing educational demands.
This empirical report is a core foundation of the FOOTT PRINTTS project. It directly informs the development of practical guidelines for in service teacher trainers and contributes to improving the quality of teacher professional development across Europe.
The full report is now available on our website and we invite all interested practitioners, trainers, and decision makers to explore the findings.
