Foreword 3

Acknowledgements 4

Executive summary 9

Part I Studying the potential of new professionalism 11

1 New professionalism in teaching 12

 Considering the future of teaching as professionalism itself evolves 13

 First step: Creating space for a discussion on the future of teaching 14

 Second step: Review of research on professionalism and lessons for teaching 16

 Third step: Using the research in structured discussions on the future of teaching 22

 Ahead in this publication 34

 References 35

Part II Moving towards a framework for transforming teaching 41

2 Insights from the Future of teaching studies 42

 Introduction 43

 Analysing the Future of Teaching studies 43

 Aspirations, Ideas and Enablers: Using the framework to transform teaching 46

 Ahead in the remaining chapters in this section 47

 References 48

3 Career fulfilment through individual and collective growth 49

 Introduction 51

 From vision to conditions for career fulfilment 51

 From vision to action: Ideas for career fulfilment 53

 Conclusion: Creating the conditions for teachers to thrive 63

 References 64

4 Cultivating teacher well-being 68

 Introduction 70

 From vision to conditions for well-being 71

 From vision to action: Ideas for teacher well-being 73

 Conclusion: Placing well-being at the heart of the teaching profession 79

 References 79

5 Bringing innovation into the classroom 83

 Introduction 85

 From vision to conditions for innovation 85

 From vision to action: Ideas for bringing innovation into the classroom 88

 Conclusion: Enabling teacher-led innovation through connected practice 93

 References 94

6 Enablers of Change 99

 Introduction 100

 Aspirations for the Future of Teaching and the role of the Enablers of Change 102

 Conclusion 107

 References 108

Part III Visions for the future of teaching 114

7 Six expert perspectives on the future of teaching 115

 Visions for the future of teaching 116

8 School redesign and the implications for teacher professional roles and retention 119

 An expert perspective by Linda Darling-Hammond and Dion Burns, Learning Policy Institute 120

 Our factory model heritage 120

 Creating a new foundation for schooling through the science of learning and development 121

 Designing for relationship-centred schools that promote deeper learning 121

 Building teachers’ professional capacities in redesigned schools 122

 Supporting teacher leadership and retention 122

 Conclusion 123

 References 123

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

 Performance 125

 An expert perspective by Evangelia Demerouti, Eindhoven University of Technology, the Netherlands 126

 Key Factors for Creating a Healthy Work Environment for Teachers 126

 Implementation Strategies for Creating a Healthy Work Environment 127

 Hopes for Transforming Schools into Thriving Workplaces 127

 Challenges for Transforming Schools into Thriving Workplaces 128

 Transforming Teaching and Schooling over the Next 20 Years 128

 Conclusion 129

 References 130

10 Centring a network of relationships: A future vision for the teaching profession 132

 An expert perspective by Carol R. Rinke, Marist University 133

 Placing the person in the teaching profession 133

 Identifying Identity in the Teaching Profession 133

 Disruption to the Teaching Profession 134

 Reimagining Teaching as a Network of Human Relationships 134

 References 135

11 Hybrid human-AI collaboration in education as future scenario 138

 An expert perspective by Inge Molenaar, professor of Education and AI at the at Radboud University and director of the Dutch National Education Lab AI (NOLAI) 139

 Perspectives on Human-AI collaboration in education 140

 Types of Human-AI collaboration on the task level 140

 Co-evolving professionalization and innovation 142

 Toward the hybrid future 142

 References 143

12 Culture of innovation: A holistic perspective from Chile 146

 Introduction 147

 Transforming the task: Teachers as custodians of humanity 147

 Sparking a culture of innovation to transform learning 149

 Fostering a culture of innovation in Chilean education: A vision for the next 20 years 151

 References 153

13 The future of the teaching Profession – a perspective from the Trade Union

 Advisory Committee to the OECD 154

 An expert perspective by Larry Flanagan, Martin Henry and Sarah Jameson 155

 Teacher well-being and student well-being 155

 Teachers and intelligent professionalism 156

 Professional development and union led continuous professional learning and development (CPLD) 156

 Teachers as leaders 157

 The democratic school 157

 AI and teaching 158

 Strong teachers, strong unions, strong schools 158

 Conclusion 159

 References 159

Part IV Making space for new professionalism and the future of teaching 160

14 Teaching as a connective and adaptive profession 161

 An argument to look into the future of teaching 162

 Evolving professionalism for the future of teaching 166

 References 169

Annex A. “What if…” statements and Ambitions loops per Enabler of change 171