Experiences of stakeholders
Our project is grounded in socio-cultural theories that emphasize the significance of social and situated approaches to professional learning. We operate under the assumption that fostering social learning practices, such as co-creation of new practices and cultivating shared understanding through mentoring, can contribute to the adoption of innovative practices in educational settings. A key strategy in our project is utilizing mentoring as a valuable tool to support professionals in education, enabling them to critically reflect on their knowledge and skills and enhancing their effectiveness. As part of this mentoring process for integrating digital technologies into teaching, professionals engage in reciprocal relationships that foster an environment conducive to collaborative learning, knowledge sharing, and expertise exchange. We have incorporated the components of successful professional learning into our mentoring framework, which leverages the socio-cultural context and fosters collaboration among multi-stakeholder networks. This collaborative approach, integrating researchers and practitioners, synthesizes research-based knowledge with practical insights, promoting meaningful change and improvements in pedagogical practices.
Technologies are often not productively used in schools on larger scale (Ley et al., 2021) – teachers who have access to different technologies, use it to support existing teaching practices (Sheffield 2011), which tend to be designed to transfer knowledge.
Adaptation of innovative teaching practices is challenging for process (e.g. Webb and Cox 2004), which integrates the aspects leadership, collaboration, professional competence (Ilomäki & Lakkala, 2022).
School leadership: Leaders
Teachers / teacher teams
Initiative for development: Initiative for improvement from researchers, school teams or policy authorities
Anchoring Meetings: Meetings with school members to introduce the mentoring model and make agreements
Joint planning: Meetings about development process to reflect on development needs
Mapping needs: School teams reflect on the problems and development needs
Acquiring new perspectives: School teams and teachers collaborate on developing new understandings and practices
Development action: Teams and teachers carry out development activities with the help of chosen method(s)
Reflection: Schools and teachers reflect on their development process/learning
Opportunities to be engaged in creating. sharing and validating new knowledge and practices
Teachers’ willingness to adopt new teaching and learning methods in own practice
Mentors willingness to implement School mentoring model supporting teachers and leaders to implement innovative practices
Teachers manifest intention to adopt new teaching and learning methods learned (adaption)
Through mentoring activities, teachers and leaders are scaffolded to create new and implement new practices
Through mentoring activities, new practices are created, shared and validated in practice (maturation of the knowledge)
Through mentoring activities, new knowledge and understanding is developed, adapted and validated (appropriation)
There is sharing culture and collaboration between teachers, leaders, and/or schools
School has the necessary infrastucture, teacher training and support systems
Teachers adopt digital technology in pedagogically meaningful ways
Students benefit from technology-enhanced learning
Enhance the collaboration between universities, schools, and industry partners and policy stakeholders to scale up the digital innovation on local, regional, and national level acros the countries
Changes in policy, national visions and goals to plan the policy measures (infrastucture, mentoring, interventions) to accelerate evidence-informed digital innovation in schools
More specifically, we aimed to investigate the extent to which teachers intend to adopt the practices they have learned through their participation in activities related to, or inspired by, the mentoring efforts. Additionally, we explored teachers’ perceived changes that both teachers and school leadership identified as a result of their involvement in these mentoring efforts.
No Data Found
- 89% of the teachers reported their intention to use the new teaching methods and learning practices post-mentoring period.
- 78% of teachers expressed willingness to promote the new methods within their broader school community
- 83% of the teachers agreed that the new methods will influence their teaching
- 84% acknowledged the effectiveness of the novel methods