Kwartalnik Pedagogiczny
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Oryginalny artykuł naukowy
Kwartalnik Pedagogiczny

How do you solve a problem like MaRIA? Designing opportunities for Modelling and Reflecting on Instructional Activity within EU TAP-TS Learning & Teaching Packages and Learning Events

2024, 69, Numer 4

Elena Revyakina

0000-0002-3249-379X

University College of Teacher Education in Vienna

Neusa Branco

0000-0003-4695-0098

Santarém Polytechnic University

Susana Colaço

0000-0003-1542-6314

Santarém Polytechnic University

Conor Galvin

0000-0002-9682-7912

University College Dublin

Bento Cavadas

0000-0001-6021-6581

Santarém Polytechnic University

DOI

10.31338/2657-6007.kp.2024-4.4

Data publikacji

27.03.2025

Model publikowania

open access

Rodzaj licencji

CC BY 4.0 Int.

Dziedzina

Dziedzina nauk społecznych

Dyscyplina

pedagogika

Język publikacji

Angielski

Pliki do pobrania

PDF 680 KB

Artykuł

Liczba wyświetleń:131

Liczba pobrań:28

Cytowania Crossref:0

Wynik Altmetric:0

Abstrakt

The 'Teacher Academy Project on Teaching Sustainability' (TAP-TS) is one of eleven inaugural Erasmus+ Teacher Academies funded to address key educational concerns of the European Commission in developing the European Education Area (ERA). These academies foster European partnerships to enhance cooperation among teacher education institutions, curriculum experts, and training providers in order to support teachers and strengthen their continuous professional development across Europe. TAP-TS brings together a unique consortium of European teacher education partners focused on sustainability education, creating innovative teacher-education experiences using high-quality Learning and Teaching Packages (LTPs). Central to these LTPs is a model of professional learning that is “deeply reflective” and “values-led” (Cavadas et al., 2023; Goodwin et al., 2023; Menter & Flores, 2021; Purdy et al., 2023). This paper discusses how the partnership designed and integrated opportunities for systematic and reflective teacher learning into the TAP-TS instructional activities. The paper begins with an overview of TAP-TS and notes the importance of EU GreenComp (Bianchi, Pisiotis, & Cabrera, 2022) in its work. It then explores the TAP-TS Design Roadmap – detailing the project’s approach to planning reflective learning experiences through resources, materials, and pedagogies. Next, it describes the TAP-TS MaRIA framework, which guides follow-up learning activities within TAP-TS LTPs and project learning events – illustrating how this facilitates engagement levels and reflection in both technical and professional terms. The paper concludes by discussing teacher reflection as an act of professional agency – proposing that this generative reflection extends beyond the classroom and is essential for the deeper teacher learning and professionalism pursued by TAP-TS.

Słowa kluczowe:

reflective professional learning,EU GreenComp,EU TAP-TS Teacher Academy

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