What's new

This study interviewed nine teachers about what helped them keep going during a one-year EOtC implementation in Danish public schools. Using Self-Determination Theory and Guskey's teacher development framework, the analysis identified three themes: competence to make a positive contribution, interpersonal collaboration and shared vision, and organisational support and conditions. The authors conclude that continued use of EOtC depends on developing teacher competence, ensuring collegial collaboration and having management support.

Why it matters in Aotearoa

Sustaining regular EOTC beyond keen individuals is a common challenge in New Zealand schools. The study points to building teacher competence, team collaboration and leadership support as levers.

Putting it into practice

When introducing regular EOTC, form a small teaching team with a shared vision, give them professional learning and time to collaborate, and make sure senior leaders visibly back the initiative.

How strong is the evidence

This is a small qualitative study with nine teachers in one national context. It identifies plausible supports but cannot show their effect on retention or practice.

What to read

The three themes and the practical strategies drawn from them.

Who it's for