How do you solve a problem like MaRIA? Designing opportunities for Modelling and Reflecting on Instructional Activity within EU TAP-TS Learning & Teaching Packages and Learning Events
HOW DO YOU SOLVE A PROBLEM LIKE MaRIA? DESIGNING OPPORTUNITIES FOR MODELLING AND REFLECTING ON INSTRUCTIONAL ACTIVITY WITHIN EU TAP-TS LEARNING & TEACHING PACKAGES AND LEARNING EVENTS

Summary/Abstract: The 'Teacher Academy Project on Teaching Sustainability' (TAP-TS) is one of eleven inaugural Erasmus+ Teacher Academies funded to address key educational concerns of the European Commission in developing the European Education Area (ERA). These academies foster European partnerships to enhance cooperation among teacher education institutions, curriculum experts, and training providers in order to support teachers and strengthen their continuous professional development across Europe. TAP-TS brings together a unique consortium of European teacher education partners focused on sustainability education, creating innovative teacher-education experiences using high-quality Learning and Teaching Packages (LTPs). Central to these LTPs is a model of professional learning that is “deeply reflective” and “values-led” (Cavadas et al., 2023; Goodwin et al., 2023; Menter & Flores, 2021; Purdy et al., 2023). This paper discusses how the partnership designed and integrated opportunities for systematic and reflective teacher learning into the TAP-TS instructional activities. The paper begins with an overview of TAP-TS and notes the importance of EU GreenComp (Bianchi, Pisiotis, & Cabrera, 2022) in its work. It then explores the TAP-TS Design Roadmap – detailing the project’s approach to planning reflective learning experiences through resources, materials, and pedagogies. Next, it describes the TAP-TS MaRIA framework, which guides follow-up learning activities within TAP-TS LTPs and project learning events – illustrating how this facilitates engagement levels and reflection in both technical and professional terms. The paper concludes by discussing teacher reflection as an act of professional agency – proposing that this generative reflection extends beyond the classroom and is essential for the deeper teacher learning and professionalism pursued by TAP-TS.

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