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Title page 1

Contents 6

Foreword 4

Acknowledgements 5

Executive summary 10

Part I. Studying the potential of new professionalism 12

1. New professionalism in teaching 13

Considering the future of teaching as professionalism itself evolves 14

First step: Creating space for a discussion on the future of teaching 15

Second step: Review of research on professionalism and lessons for teaching 17

Third step: Using the research in structured discussions on the future of teaching 23

Ahead in this publication 35

References 36

Part II. Moving towards a framework for transforming teaching 42

2. Insights from the Future of teaching studies 43

Introduction 44

Analysing the Future of Teaching studies 44

Aspirations, Ideas and Enablers: Using the framework to transform teaching 47

Ahead in the remaining chapters in this section 48

References 49

3. Career fulfilment through individual and collective growth 50

Introduction 52

From vision to conditions for career fulfilment 52

From vision to action: Ideas for career fulfilment 54

Conclusion: Creating the conditions for teachers to thrive 64

References 65

4. Cultivating teacher well-being 69

Introduction 71

From vision to conditions for well-being 72

From vision to action: Ideas for teacher well-being 74

Conclusion: Placing well-being at the heart of the teaching profession 80

References 80

5. Bringing innovation into the classroom 84

Introduction 86

From vision to conditions for innovation 86

From vision to action: Ideas for bringing innovation into the classroom 89

Conclusion: Enabling teacher-led innovation through connected practice 94

References 95

6. Enablers of Change 100

Introduction 101

Aspirations for the Future of Teaching and the role of the Enablers of Change 103

Conclusion 108

References 109

Part III. Visions for the future of teaching 115

7. Six expert perspectives on the future of teaching 116

Visions for the future of teaching 117

8. School redesign and the implications for teacher professional roles and retention 120

An expert perspective by Linda Darling-Hammond and Dion Burns, Learning Policy Institute 121

Our factory model heritage 121

Creating a new foundation for schooling through the science of learning and development 122

Designing for relationship-centred schools that promote deeper learning 122

Building teachers' professional capacities in redesigned schools 123

Supporting teacher leadership and retention 123

Conclusion 124

References 124

9. Balancing Job Demands and Resources: Strategies for Teacher Well-Being and Performance 126

An expert perspective by Evangelia Demerouti, Eindhoven University of Technology, the Netherlands 127

Key Factors for Creating a Healthy Work Environment for Teachers 127

Implementation Strategies for Creating a Healthy Work Environment 128

Hopes for Transforming Schools into Thriving Workplaces 128

Challenges for Transforming Schools into Thriving Workplaces 129

Transforming Teaching and Schooling over the Next 20 Years 129

Conclusion 130

References 131

10. Centring a network of relationships: A future vision for the teaching profession 133

An expert perspective by Carol R. Rinke, Marist University 134

Placing the person in the teaching profession 134

Identifying Identity in the Teaching Profession 134

Disruption to the Teaching Profession 135

Reimagining Teaching as a Network of Human Relationships 135

References 136

11. Hybrid human-AI collaboration in education as future scenario 139

An expert perspective by Inge Molenaar, professor of Education and AI at the at Radboud University and director of the Dutch National... 140

Perspectives on Human-AI collaboration in education 141

Types of Human-AI collaboration on the task level 141

Co-evolving professionalization and innovation 143

Toward the hybrid future 143

References 144

12. Culture of innovation: A holistic perspective from Chile 147

Introduction 148

Transforming the task: Teachers as custodians of humanity 148

Sparking a culture of innovation to transform learning 150

Fostering a culture of innovation in Chilean education: A vision for the next 20 years 152

References 154

13. The future of the teaching Profession - a perspective from the Trade Union Advisory Committee to the OECD 155

An expert perspective by Larry Flanagan, Martin Henry and Sarah Jameson 156

Teacher well-being and student well-being 156

Teachers and intelligent professionalism 157

Professional development and union led continuous professional learning and development (CPLD) 157

Teachers as leaders 158

The democratic school 158

AI and teaching 159

Strong teachers, strong unions, strong schools 159

Conclusion 160

References 160

Part IV. Making space for new professionalism and the future of teaching 161

14. Teaching as a connective and adaptive profession 162

An argument to look into the future of teaching 163

Evolving professionalism for the future of teaching 167

References 170

Annex A. "What if..." statements and Ambitions loops per Enabler of change 172

Tables 9

Table 1.1. A framework to map and guide OECD's work on teaching 16

Table 1.2. Creating space to reflect on the future 17

Table 1.3. Specific research questions for the future of teaching studies 24

Table 1.4. Longlist of possible teacher personas identified after the Flemish research seminar 32

Table 1.5. Persona analysis across systems: exemplary findings 34

Figures 8

Figure 1.1. Overview of the methodology 25

Figure 1.2. Illustration of ambition statements: sub-section of the Survey in the Maltese study 28

Figure 2.1. Aspirations for the future of teaching 45

Figure 2.2. Towards connective professionalism in teaching: Aspirations, Ideas and Enablers 47

Figure 3.1. Persona illustration: What Noor might have to say 52

Figure 3.2. Persona illustration: What Ada might have to say 55

Figure 3.3. HR strategy for the employee lifecycle, Austria 59

Figure 3.4. Persona illustration: What Marc might have to say 61

Figure 3.5. Persona illustration: What Usman might have to say 64

Figure 4.1. Persona illustration: What Maximilian might have to say 71

Figure 4.2. Persona illustration: What Elke might have to say 74

Figure 4.3. Persona illustration: What Paul might have to say 76

Figure 4.4. Persona illustration: What Fatma might have to say 78

Figure 5.1. Persona illustration: What Rafiq might have to say 86

Figure 5.2. Persona illustration: What Yasmine might have to say 91

Figure 5.3. Persona illustration: What Marlene might have to say 93

Figure 5.4. Persona illustration: What José might have to say 94

Figure 14.1. Towards connective professionalism in teaching: Aspirations, Ideas and Enablers 165

Boxes 9

Box 1.1. Malta's Directorate for Planning and Strategic Foresight (DPSF) 17

Box 1.2. Ambition loops 26

Box 1.3. Ambition statements are anchored in research 29

Box 1.4. What are personas? 30

Box 3.1. Excerpts from scenarios relating to teacher growth 53

Box 3.2. Seitenwechsel: From Classroom to Company - and Back 57

Box 3.3. Establishing an HR strategy for Austria's teachers 58

Box 3.4. An OECD Framework to map Alternative Pathways into Teaching 60

Box 3.5. How Leerpunt is battling the Matthew Effect in education 62

Box 3.6. Austria's Berufsbild (professional profile) for teachers 65

Box 4.1. Excerpts from scenarios relating to teacher well-being 73

Box 4.2. Education Support and schools as modern workplaces 75

Box 5.1. Excerpts from scenarios relating to bringing innovation into the classroom 87

Box 5.2. Excerpts from scenarios relating to harnessing the potential of relationships as a catalyst for bringing innovation into the classroom 88

Box 5.3. A case for teaching interprofessional skills as a core skill in higher education 92

Box 14.1. Teacher Professional Identity: What we learnt throughout the studies 168

Infographics 9

Infographic 1.1. Example of a Flemish persona quote 33

Infographic 3.1. Aspiration 1 overview 51

Infographic 3.2. What should the teaching profession look like in the future? 56

Infographic 4.1. Aspiration 2 overview 70

Infographic 4.2. Tired, stressed & burnt out: Strategies to support teacher well-being and healthy working environments 79

Infographic 5.1. Aspiration 3 overview 85

Infographic 6.1. Enablers of Change 102

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