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2 references
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- Vol 2 RE: Chapter 11
teacher preparationprofessional learningclinical practiceculturally responsive teachingteacher inductioneducational resiliencecollaborative capacityJournal article Evidence summaryAt a glance
Darling-Hammond and Hyler consider what educator preparation and professional learning require during COVID-19 and beyond. The pandemic intensified demands to address academic disruption, social-emotional needs, inequitable access, trauma, and rapidly changing combinations of remote, blended, and classroom teaching.
Key ideas
The authors argue that systems should not respond with short-term deregulation or reduced preparation. Instead, they should invest in strong initial preparation grounded in learning and development, clinical practice, culturally responsive teaching, and effective uses of technology. They also call for professional learning organised around educators’ immediate problems of practice, mentoring and induction for novices, new leadership and specialist roles, and protected time for collaboration with colleagues, families, and community partners. The central claim is that resilience depends on professional capacity and supportive working conditions.
Why it matters
Recovery policies should therefore strengthen the educator learning continuum and enable collective adaptation rather than leaving individual teachers to improvise alone.
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- Vol 4 RE: App D
digital competenceactive knowledge constructionsocio-digital participationteacher preparationschool leadershipdigital learning environmentsprofessional learningtechnology integrationReport Evidence summaryAt a glance
This European Parliament workshop report examines how schools and teacher education can respond to the digital transformation of work, communication, and learning. Its background papers and presentations note a persistent gap between young people’s extensive technology use and schools’ limited adoption of pedagogically meaningful digital practices.
Key ideas
Access alone does not produce digital competence, creativity, collaboration, or critical information use. Lonka and the Mind the Gap research group connect digital-age schooling with active knowledge construction, engaging learning environments, socio-digital participation, wellbeing, and twenty-first-century competences. Other contributions discuss teacher preparation, infrastructure, school leadership, virtual communities, and policy conditions across Europe. The report highlights both opportunities—personalization, communication, new representations, collaboration, and broader access—and risks such as distraction, unequal participation, shallow use, and unsupported teachers. It argues that effective change requires curriculum, assessment, professional learning, organizational culture, and technology to develop together.
Why it matters
Policymakers should support experimentation and research-informed scaling while preserving educational purposes. Digital tools become innovative only when teachers and learners use them to transform activity, not when conventional instruction is simply moved onto a screen.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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