The support of teachers' professional learning as reflected in regulatory documents

Abstract

Our study relates to the results of MoTeL project of the Faculty of Education and Psychology, Institute of Education at Eötvös Loránd University. MoTeL project is supported by the Hungarian Scientific Research Fund (OTKA) and focuses on teachers’ continuous professional development (CPD).
This study explored the system-environment as an analytical framework determining teachers’ learning. The aim of our analysis was to reveal the goals and expectations related to teachers’ CPD and learning; supporting tools that help them to achieve their learning goals; and the control functions related to their CPD.
In this study, we present an analysis of teacher training content and outcome requirements (KKK); instructional and self-assessment manuals; and guidance for teacher career development. (Instructions for teachers involved in the 2016 certification process). This study primarily presents the analytical framework, work-oriented research questions, and research aspects. Our analysis examines the areas, tools, and extent to which each document contributes to the CPD of teachers, along the four key analytical dimensions – goals, learning, support and control – evaluation.