Supporting teachers’ learning in the context of self-initiated educational innovations: what works: How do PLC’s about educational innovation contribute the professional development of teachers?

Research on teacher professional learning and development (PLD) in the context of innovation in higher education (HE) tends to focus on the impact of PLD
programmes on teachers’ implementation of a predefined educational innovation. However, little is known about the learning of teachers in programmes that
stimulate teachers to develop, implement and evaluate educational innovations themselves, such as in innovation fund programmes. These programmes often
involve peer consultancy to enhance teacher PLD and the quality of educational innovations, but little is known about why and how teachers in these
programmes can best be supported. In order to better understand how key features of the programme influence the learning process of teachers and their
impact on education and students, this study investigates two programmes in The Netherlands: a ‘teacher academy’ at a university, and a ‘knowledge platform’
for teachers from different universities. In both cases, six teachers are interviewed for an in-depth inquiry about their learning process, and interviews with PD
facilitators and secondary data is used for triangulation. The preliminary results indicate that a critical element for teacher learning and successful innovation is
the alignment of the teachers’ personal learning goals with the collective learning and the organisational learning beyond the programme. A plea is made to
move from outcome-oriented approaches in teacher PLD programmes and educational innovation programmes, to a process-oriented approach that connects
teachers’ research-based learning with evidence-informed innovation. This can enhance the sense of ownership among teachers and support the development
of appropriate innovations.