EFFeCT newletter /February

EFFeCT newletter /February


This newsletter informs readers about the EFFeCT Consortium's project on collaborative teacher learning (CTL) and related actualities. In the first issue we introduce the relevance of the project and the main goal of the project that partners intend to achieve.

Why Collaborative Learning for Teachers is important?
Teachers in the 21st century need to face a rapidly changing environment characterized by fast technological progress, changing labour market needs, demographic changes, etc. In order to respond these challenges they need continuous skills development, and to co-operate with different actors in the world of education throughout their career. During professional collaborations between teachers and other educational stakeholders, they can successfully deepen and share their knowledge of learning and teaching processes, methods, and good practices which lead to improving students’ outcomes.

As the project title says, “Facilitating Teachers’ Collaborative Learning” is the primary objective of the EFFeCT project however it cannot be only of use for practicing teachers in the classrooms and schools. Everyone who is in connection with schools from policy makers in governments to those with the task of interpreting and putting policies into practice, and to local education authorities and their support’s evaluation function, like authorities and providers of material, suppliers of furniture/hardware and software etc. all need to be aware of schools’ needs and actualities.

In order that Collaborative Teacher Learning can be successfully taken place within any group of people, the vital need of co-operation should be realized with those involved in teaching and learning in schools. This is not easy to obtain and there are other requirements to consider on the road of collaboration as well. These requirements include strategies and practices that help fostering the growth of CTL with the significant research criteria.

• participating in a professional way at a basic level of sharing;
• development of this to a deeper level of collaboration;
• dealing with the various areas of equity;
• Stepping towards deep or holistic learning that leads to the internalisation of Collaborative Teacher Learning.

In order that successful Collaborative Teacher Learning can be taken place and be embedded in any organisation, all actors must be equally committed, share similar goals and honour individual and joint responsibilities.

The European Methodological Framework, as the main results of the EFFeCT project, will introduce all the lessons learned from both the researches and from the practice by synthetizing the collected good practices and experiences of the implemented pilot programmes within the 2.5-year-long project.

In line with the previous findings related to collaborative learning the EFFeCT Project Consortium of 6 partner countries (Czech Republic, Finland, Hungary, Ireland, Latvia, and United Kingdom) has been implementing a 2,5 year-project focusing on improving teacher competencies and keeping them up-to-date through enhanced opportunities for learning throughout their career titled European Methodological Framework for Facilitating Teachers’ Collaborative Learning – EFFECT.




  • Tempus Public Foundation / Knowledge Centre
  • Hungary

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