Abstract:

The empirical research conducted within the Erasmus+ project FOOTT PRINTTS addresses the identification of criteria for high-quality continuous professional development (CPD) for teachers in Europe and formulates practice-oriented recommendations within a framework. The starting point is the observation that initial teacher education does not provide all competencies required for lifelong professional practice, and that professional experience alone exerts only a limited influence on teaching quality and learning outcomes (Kini & Podolsky, 2016; Papay & Kraft, 2015; Burroughs et al., 2019). Consequently, continuous professionalization through targeted training measures is considered essential for quality assurance in education systems.

The research design follows a sequential mixed-methods approach combining quantitative and qualitative surveys (Creswell & Plano Clark, 2018). After a comprehensive literature review (FOOTT PRINTTS, 2025), coordinated by the European Institute of Education and Social Policy (EIESP), a questionnaire was developed and implemented across all partner countries. The analysis incorporates perspectives from educators (micro level), trainers (meso level), and decision-makers (macro level) to capture perceptions of quality in continuing education and account for national differences.

The quantitative survey, conducted between October 2024 and February 2025, achieved broad international coverage: 7,875 individuals were contacted, and 5,171 completed the questionnaire. Data analysis employed descriptive statistics and exploratory factor analysis to identify key dimensions of satisfaction with CPD. The aim was to condense numerous variables into overarching factors and examine their impact on perceived quality regarding CPD. The results were summarized to six key factors for the FOOTT PRINTTS framework. These six identified CPD success factors are: Professional Identity, CPD Satisfaction, Professional Support, School Development & Participation, Organisation & Delivery and CPD Design Elements. It is important that these six factors are not ranked in order of importance.

Subsequent qualitative research, initiated in June 2025, provided deeper insights through guideline-based expert interviews. These findings complement quantitative results by highlighting preferences and experiences. Face-to-face formats are favored for interactive and practice-oriented topics, as they foster exchange, networking, and relationship building. Online formats are valued for flexibility and accessibility but are less suitable for complex or communication-intensive content. Hybrid models combining both approaches are widely regarded as future-oriented. Duration and timing also influence acceptance: while face-to-face events may span several days, online sessions should be shorter. External venues such as conference centers or universities support intensive exchange and professional development, whereas school-based formats offer practical relevance and cost efficiency.

In conclusion, the empirical results underscore the need for a differentiated and multidimensional perspective on CPD for teachers. Effectiveness derives from the interplay of content quality, methodological diversity, and organizational fit, with equal consideration of teachers, trainers, and decision-makers. The integration of quantitative and qualitative findings demonstrates that effectiveness depends on balancing flexibility, interactivity, and organizational coherence.

Keywords:

Continuing Professional Development, European Research Project, Framework, Quality of Further Education, Key Dimensions of Effective Practice.