School Development: The vital role of facilitation in orchestrating learning communities within a learning organization.

Institutional Transitions: Strengthening cooperation between staff from kindergartens and primary schools.

Higher Education: Investigating the procedural and structural support needed for cross-faculty learning engagement.

This inspiring exchange set the stage for our upcoming final event: We cordially invite you to the LeaFaP Final Conference on April 27th and 28th, 2026, at the University of Education Vorarlberg (and online). Join us to explore our full project results and the new online training program. Find more details and register at www.leafap.eu.

Der Beitrag LeaFaP at the DGfE Congress: Professional Learning Communities – Bridging Gaps in Educational Fields erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Our Greek partner, Professor Sofia Avgitidou from Aristotle University of Thessaloniki had the opportunity to share LEAFAP’s developments with colleagues from different countries regarding the facilitation of professional learning communities (PLCs) based on inquiry-based and reflective practices.

Her ECER session—“Facilitating the Facilitators of Professional Learning Communities through Inquiry and Reflection”—introduced the roles and processes of inquiry and reflection in PLCs and presented a LEAFAP training programme designed for both internal facilitators (head teachers) and external facilitators (school advisors). Two small cohorts (five head teachers and four school advisors) took part in four three-hour workshops that applied concrete inquiry and reflection tools; data were gathered through an observation protocol with thematic categories, fieldnotes by the author and a critical friend, post-session questionnaires combining Likert items and open questions, and written reflections, followed by qualitative coding (open/axial) and descriptive analysis of closed items.

Initial, work-in-progress findings indicate that participants began to question their own facilitation beliefs and practices, shifting from a chiefly managerial or consensus-keeping stance toward a more supportive, evidence-informed approach that emphasises documentation, dialogic guidance, and the purposeful use of inquiry/reflective tools; importantly, facilitators noted a move away from decisions grounded mainly in personal beliefs toward examining causes, considering alternatives, and linking reflective dialogue to actionable change in schools.

Der Beitrag LeaFaP at ECER 2025: Facilitating the Facilitators of Professional Learning Communities erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Der Beitrag Looking back at EARLI 2025 in Graz (25–29 August 2025) erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

The Norwegian team had the privilege of presenting LeaFaP and sharing the first results with the scientific community. The conference offered a fantastic opportunity to exchange ideas and connect with inspiring minds in the unique setting of Tromsø, just above the Arctic Circle.

Der Beitrag 🇳🇴 LeaFaP at the NEON Conference in Tromsø! erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

The presentation was made by María del Mar Gallego, the principal of In-Service Teaching Center of Málaga,  and Rosa María Arcos, the principal of In-Service Teaching Center of Marbella-Coín.

We share the link to the presentation.

In the debate organized after the presentations, the attendees showed great interest in LeaFap  project and asked different questions about its implementation.

Continuamos la difusión de nuestro proyecto presentando nuestro trabajo: COMUNIDADES PROFESIONALES DE APRENDIZAJE (CPA) PARA LA MEJORA FORMATIVA EN LOS CENTROS DEL PROFESORADO, en el congreso #CIMIE24 celebrado en Granada del 3 al 5 de julio de 2024. 

Esta comunicación pretende mostrar que la implementación de CPA en los centros educativos ayuda a la mejora de las competencias profesionales de los docentes, les proporciona estrategias para que la ayuda entre iguales basada en el conocimiento científico, permite que sus reuniones sean eficaces y centradas en la mejora del aprendizaje del alumnado. Se trata de eficacia y responsabilidad colectiva respecto al aprendizaje del alumnado.

La presentación fue realizada por María del Mar Gallego y Rosa María Arcos, directoras, respectivamente, de los Centros del profesorado de Málaga y Marbella-Coín,  acompañadas por miembros de sus equipos y de la UMA.

Compartimos el enlace a la presentación.

En el debate que se organizó tras las comunicaciones, los asistentes mostraron mucho interés por el proyecto y realizaron diferentes cuestiones sobre la implementación del mismo.

Der Beitrag 🇪🇸 News from our Project Partners in Spain: Presentation at the #CIMIE24 congress held in Granada in July 🇪🇸 erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

This communication explores the implementation of various PLCs within the Teacher Training Centers in Málaga and Marbella-Coín and evaluates their impact on leadership and training processes. The goal is to improve the professional development of teachers and enhance student academic performance. The findings are based on empirical data collected as part of our ongoing research project.

This work was presented by Alberto Corpas and José Luis Carmona, accompanied by members of the teams from both CEPs to deepen our knowledge and implementation of PLCs, enhancing our collaborative efforts.

The presentations and keynote speeches at CILME emphasized the critical role of collaborative efforts among teachers in addressing current educational challenges. They also stressed the importance of creating strong support systems to establish and maintain effective teacher networks.

Der Beitrag News from our Project Partners in Spain: Presentation at CILME Congress 🇪🇸 erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

The paper reports and discusses the strategies employed by facilitators when supporting communities of practice among in-service teachers in Andalusia, Spain. The findings are derived from empirical data collected in WP2 from leaders and facilitators of professional learning communities and communities of practice within the framework of the Erasmus+ LeaFaP project (https://www.leafap.eu ). 

Both the keynote speakers’ talks and papers confirmed the need to teachers to work collaboratively to address current educational challenges and for establish support systems for setting up and maintaining teachers’ networks.

Der Beitrag News from our project partners in Spain: ATEE Spring Conference 2024 🇪🇸 erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Almost 90 participants were present at this conference where were shown the main principles of the application of Leafap Erasmus+ Project in our geographical area. Starting next year, these initiatives will be developed in different training activities to encourage participation in PLC in schools dependent on the CEP Marbella-Coín.

Der Beitrag News from our project partners: CEP Marbella-Coín presenting LeaFaP at the Provincial Conference 🇪🇸 erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

de Apoyo a las Comunidades Profesionales de Aprendizaje, dentro del marco del

proyecto LeaFaP (Leading and Facilitating Professional Learning Communities in Schools

– towards an Inquiry-based and Reflective Practice). 

En este seminario, en el que participa la Universidad de Málaga junto a otras siete

instituciones europeas de formación del profesorado, se abordará cómo apoyar a grupos

(de profesionales y de estudiantes para profesionales) que se conforman para aprender

de manera colaborativa. Habrá debates en grupos y se fomentará la participación de las

y los asistentes en las discusiones.

Para participar en la actividad no se precisa inscripción. Simplemente, accede a este

enlace unos 5’ antes de la hora de inicio a través de este enlace:

https://eu.bbcollab.com/guest/0e3a1d6344ae4098ad4ae860e9aca4a1

Si quieres que se te certifique la participación, rellena este siguiente formulario

https://forms.gle/RDYdVrBYx8cD9YJr7  y se te hará llegar un certificado.

Der Beitrag News from our project partners in Spain: Webinar on Professional Learning Communities in May 2024 🇪🇸 erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

In our paper, we provided an overview of the LeaFaP project, detailing its objectives, activities, and key outcomes. We presented the findings of our literature review on PLC facilitation and leadership, shedding light on best practices and areas for improvement in this critical aspect of professional development. Additionally, we shared insights from our report on the challenges and needs faced by PLC leaders and facilitators, offering valuable insights for capacity building in this area.

The presentation sparked a lively discussion among conference attendees about the importance of collegial professional development and its implications for teacher effectiveness and student learning outcomes. 

Der Beitrag News from our project partners: UMA at the International Conference in Burgos (Spain) 🇪🇸 erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.