The LOOP project made its debut at the 16th annual International Conference of Education, Research, and Innovation, attracting the attention of global researchers and experts in education and technology.

The presentation kicked off by addressing the challenges that inspired the project, outlining its objectives with precision. As part of the methodology, the authors elucidated key concepts, such as co-designing solutions, experimenting with policies, and implementing a teacher induction program based on mentoring and peer mentoring.

Here you can find information on project publications, such as the Teacher’s Induction Programmes and Mentors Capacity Programmes, the field trials and policy seminars, as well as project activities and meetings, along with the growth of the LOOP network in all partner countries!

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🗓️ On September 28, a remarkable event took place in Italy that left over 800 participants, including teachers, policymakers, researchers, and scholars, buzzing with enthusiasm.

Sponsored by LUM University and supported by INDIRE, the event centered on the MCP (Mentors’ Capacity Programme) course, part of the larger LOOP project.

📚 The event delved deep into the multifaceted aspects of the MCP course, emphasizing its importance in bridging theory with practical application.

The enthusiasm for the MCP course was off the charts! So much so that, due to an overwhelming number of applicants👤, we are planning a special registration day to ensure everyone gets a fair chance.

👉 Mark your calendars for October, as the course will soon be available on the S.O.F.I.A. platform, offering a wealth of knowledge and resources to all educators.

We can’t wait to see how the MCP course impacts education and learning across the board!

Mentoring and induction programmes are essential to support teachers at different stages of their careers, ensuring their well-being, motivation, and retention, according to a European report.

The report, published by the LOOP project, supported by the European Commission, reveals that induction programmes for teachers supported by mentoring offer opportunities for personalized training, professional development, and career progression, as well as preparing teachers to face the challenges they encounter, supporting them in five dimensions of their action – didactic-pedagogical, disciplinary, bureaucratic and administrative, emotional, social, and cultural.

The successful experience of programmes in countries such as Germany, Italy, and Croatia suggests that they should be politically legitimized and incorporated into teacher training, so the experimental implementation involving 888 teachers currently underway will prove the need for their effective implementation in countries such as Portugal, Spain, Slovenia, and Greece.

In Portugal, 29 schools, 83 new teachers and 49 experienced teachers accepted the challenge and tested the teachers‘ induction programme from January to July 2023!

The induction programme humanizes the role of a teacher in the school.

In the aftermath of the close of the school year, the implementation of the LOOP induction programme reveals to be a success and Portuguese teachers value the opportunity they had to take part in the process.

The planning of the implementation of the LOOP programmes started at the end of the school year 2021-2022 and beginning of 2022-2023, with a set of meetings that DGAE, INOVA+ and Casa do Professor had with principles from schools from the North and South of Portugal.

In the recent Policy seminar implemented in June, participants were immersed in a two-part exploration of the challenges and opportunities set by the Teacher Induction and Mentor Capacity Programmes developed through LOOP project. The event, aimed at new and experienced teachers, brought together professionals from various schools to discuss the implementation of programs and the ways they impact their institutions.

The highest moment of the seminar was an eye-opening exchange of individual experiences and challenges faced by teachers in their respective schools. As teachers shared their struggles, they collectively envisioned how program implementations could be the catalyst for transformative improvements. It was an invaluable moment that emphasized the power of collaborative dialogue in shaping the future of education.

Main Conclusions

• Empowering Young Teachers: The Teacher Induction Programme offers a sense of security and support for young teachers as they embark on their careers. It provides a contrast to the existing system, giving them a boost of confidence in their roles.
• Mentorship Appreciation: Mentors that participated in the field trials felt that contributed to the smooth and efficient induction of new teachers and invented a new career pathway for themselves. Their experience is now more welcomed and appreciated, leading to a more enriched mentoring experience.
• Strengthening Teacher Relationships: The project promotes a healthier and more productive relationship between experienced teachers, serving as mentors, and the younger educators. This enhanced cooperation fosters a dynamic environment for growth and innovation.

In May, educators and policymakers united to explore the transformative potential of reshaping the teacher career landscape. The seminar was co-organized with the Directorate General of Innovation and Training and took place as part of the grand 7th EDO Congress, uniting a diverse array of education professionals and key figures from education administrations.

The seminar adopted a symposium format under the title, “The Continuum of Teacher Training and Professional Learning: The School as a Cornerstone in the Journey to Becoming a Teacher.” This symposium was coordinated by Jesús Moral Castrillo, the current Deputy Director General for Innovation and Training at the Regional Ministry of Education.

A highlight of the symposium was the comprehensive presentation of the LOOP Project, a European initiative with the noble objective of harmonizing educational policies for the implementation of guidance programs tailored to educators entering the education system.

Moreover, the symposium hosted distinguished representatives from various esteemed university entities, who explored strategies to advance induction and training programs for mentors in Catalonia.

In specific:

• Maica Gil (Department of Education) addressed “The Training Continuum in the Teaching Career.”

• Xavier Chavarria and Elvira Borrell (Universitat Oberta de Catalunya) provided insights into “The Framework of Teaching Competences as a Beacon in the Stages of Professional Development.”

• Patricia Olmos (Universitat Autònoma de Barcelona-CRiEDO) and Verónica Violant (Universitat de Barcelona) elucidated on “The Transition to the Teaching Profession: Inducteaching.”

• Susanna Arànega and Juan Llanes (University of Barcelona) explored “The Construction of Teaching Identity and its Connection to Practice During and After Initial Training.”

When concluding the symposium diverse viewpoints and perspectives on the ongoing work in Spain were presented. The event provided an invaluable platform for the exchange of ideas and opinions to shape the future of educational policies.