Abstract

 

Being a teacher, living as a teacher is both an opportunity and a challenge. Teachers understand and experience the pressure of ever-increasing and ever-changing social expectations and the uniqueness of everyday work. To work effectively under these conditions, one must be creative, expert and autonomous, and this requires constant learning. The study of teacher learning is less and less in the interest of a narrow professional group. In Hungary, the most supported route to teacher learning is formal education. Therefore, in the MoTeL (Model of Teacher Learning) research, we set out to develop a complex understanding of teachers’ professional development and learning. In this volume, we summarise the results of a secondary analysis of case studies of teacher learning in an organisational context. Our writings provide an understanding of the relationship between professional development and learning outcomes/effectiveness and the learning pathways leading to them; the relationship between resilience and learning, in the context of the COVID–19 pandemic, and the role of leadership in the functioning of learning professional communities in supporting teacher learning.