Abstract:

The international ERASMUS+ research project FOOTT PRINTTS (“Focus on Teacher Training – Practical Guidelines for In-Service Teacher Trainers”) aims to establish a shared European understanding of quality standards in teacher professional development. Central to this effort is the recognition that continuous professional development (CPD) must not only provide opportunities for expanding and reflecting on knowledge and skills but must also strengthen professional networks and support the long term professional growth of educators. The project is based on an extensive literature review that informed the development of a comprehensive quantitative research design implemented across six strategically selected European countries representing Northern, Southern, Western, Central and Eastern Europe. Moreover qualitative research gave deep insights in CPD of six European countries.

A total of 5,171 fully completed questionnaires were collected and analysed. To identify the underlying dimensions that shape effective CPD, an exploratory factor analysis was conducted, reducing the large number of individual survey variables to six overarching factors. Among these, two factors emerged as particularly central to understanding how CPD contributes to the professional lives of teachers, teacher trainers and educational decision makers: Professional Identity and CPD Satisfaction.

Professional Identity captures the degree to which CPD is perceived as meaningful and relevant to an educator’s sense of professional self. This factor encompasses motivation to engage in CPD, clarity regarding one’s professional role, and the perceived contribution of CPD to career development. It reflects how strongly educators connect their participation in CPD with their broader professional purpose and long term aspirations. A strong professional identity is associated with higher engagement in CPD activities, greater openness to innovation, and a more reflective approach to teaching practice. The FOOTT PRINTTS findings highlight that CPD is most effective when it resonates with educators’ intrinsic motivations.

CPD Satisfaction, the second key factor, refers to participants’ perceptions of the value, relevance, and effectiveness of CPD offerings. This includes the extent to which CPD meets individual learning needs, supports professional growth, and enhances overall satisfaction with the teaching profession. High levels of CPD satisfaction are linked to positive attitudes toward lifelong learning, increased willingness to apply new knowledge in practice, and a stronger commitment to professional development. The FOOTT PRINTTS data show that satisfaction is influenced not only by the content and quality of CPD, but also by its alignment with educators’ expectations, their working conditions, and the broader institutional culture.

Together, the factors Professional Identity and CPD Satisfaction provide essential insights into how CPD can be designed to support meaningful and sustainable professional growth. They underscore the importance of CPD that is personally relevant, professionally enriching, and responsive to the diverse needs of educators across Europe. The results of the FOOTT PRINTTS project will be translated into practical guidelines and examples of effective CPD (https://foottprintts.eu/). As this research project involves education experts, it contributes to a deeper understanding of the conditions that foster effective continuing professional development.

Keywords:

Professional Development, In-Service Teachers Training, Life-long Learning, Professional Identity, Satisfaction in Continuous Professional Development, European Research Project.