Innovative work behaviour of teachers as a source of continuous professional development

Abstract

The purpose of this study is to draw relevant conclusions for the professional development of teachers from the secondary analysis of the research on local educational innovations. As a background knowledge for the secondary analysis, we have chosen the theoretical approach of workplace learning for teachers that combines innovative workplace behaviour of teachers with the topic of teacher learning. Our secondary analysis shows that the inspirational practice of other colleagues or institutions, the need to participate in different professional networks, or the need to solve a specific work/professional problem are important sources for the emergence and diffusion of innovations. In this context, research has reinforced the importance of employees' openness to innovation as an attitude that contributes to the emergence and diffusion of local innovations and learning processes related to that.