Transforming teachers’ professional development: From the traditional model to contextual workplace learning
Abstract
Research objectives (aims) and problem(s): The article analyses the transformation of teachers’ professional development from traditional training models to contextual workplace learning. The aim is to develop a theoretical model that conceptualises professional growth in the work environment, distinguishes between traditional and emerging paradigms, and identifies effective and sustainable learning conditions at individual, group, and institutional levels. The study addresses key problems: how these models differ, what conditions support sustainable development, and how contextual learning can be integrally understood.
Research methods: A narrative methodology is used to analyse scientific literature. Using the snowball sampling technique and systematic selection criteria, both theoretical and empirical sources from ERIC, Scopus, Web of Science, and Google Scholar databases are examined to trace the transformation trajectories in professional development practices.
Process of argumentation: The study applies a comparative lens to analyse traditional and contextual learning models. It highlights conceptual shifts in learning forms, content, methods, the participants’ role, and organisational context. A theoretical model is proposed that integrates the individual, social, and organisational dimensions of learning. The model underlines the recursive nature of professional development as an ongoing cycle of reflection, activity, and outcomes.
Research findings and their impact on the development of educational sciences: The proposed model demonstrates that professional growth is dynamic, systemic, and context-dependent. It emphasises the interaction between learning, practice, and result-orientation across all organisational levels. This perspective contributes to educational sciences by supporting a shift towards more sustainable, practice-based professional development.
Conclusions and/or recommendations: Professional development should be continuous, contextual, reflective, and cooperative. A move away from episodic, standardised training towards integrated workplace learning is recommended. Strengthening schools as learning organisations and fostering cultures that support teacher growth through reflective practice, learning communities, and sustainable support systems should be prioritised.
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