Learning Ecologies and Teacher Professional Development: opportunities and challenges in a changing educational context

Estevez, I.; Souto-Seijo, A.; Rey, P. R.

Currently, teachers are exposed to various changes that make clear a need for permanent updating. Thus, it is inescapable that teacher professional development can no longer be understood as an option, but rather as the only effective tool to respond to rapid social transformations, such as those caused by the COVID-19 pandemic. Within this framework, the concept of Learning Ecologies emerges as an effective perspective to holistically integrate the various existing training opportunities in each individual ' s environment. The aim of this study is to analyse the professional development process of Primary Education teachers, through an ecological perspective. In other words, it is intended to identify and interpret those elements that make up the Learning Ecologies of teachers in this educational stage. This research has been carried out through a qualitative design and, specifically, through the tradition of the Case Study. Five teachers who carry out their work in Primary Education in different public schools in the province of A Coruna (Galicia, Spain) participated in the study. For the collection of information, the semi-structured interview has been used, and the software Atlas.ti (8.1) for the data analysis. Regarding the personal dimension of Learning Ecologies, the results show the importance given to lifelong learning, and the clear intrinsic motivational orientation of the participants to get involved in their training process. In connection with the contextual dimension, it should be noted that teachers carry out different activities, use multiple resources and carry out various interactions with the aim of keeping up to date and improving their teaching practice. The ecological approach contributes to the design of a personalised learning itinerary better aligned with the interests and training needs of each teacher.