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Two brief points :

Benefits (Why they work): School study groups transform professional development into a collaborative process tailored to the school's real context. They allow teachers to share practical experiences, address common student needs, and implement active methodologies together, fostering a culture of mutual support and continuous learning that is far more impactful than isolated theoretical training.

Challenges (Potential drawbacks): The main obstacle is the lack of dedicated time within the regular school schedule, which can easily lead to teacher burnout or overload. Additionally, these groups risk losing focus or momentum if there are no clear objectives, strong coordination, and equal commitment from all participants.

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For me, the best thing about School based study groups is that they allow teachers to exchange strategies and compare their different approaches to the same learning objectives. In this sense, teachers can try small experiments in class and bring the results back to the group. Teachers collaborate and help each other in many ways.

Amongst the benefits of these groups, I would like to highlight: better problem-solving; professional growth; increase of motivation and better students’ outcomes due to improved teaching quality.

Hower, it is not easy for a school to have these groups going on, basically due to the lack of time we all have. Some of the drawbacks the group can encounter are: time pressure due to the added workload; possibility of uneven participation or personality clashes, and the risk of becoming a theory only group without practical classroom application.

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I thikh that school based study groups are very useful and valuable for the teacher's professional career. In these groups they can enrich of each other and the fact of being all in the same professional branch at different levels, make all of them expert in some points, so they can easily learn from each others at the time they grow up professionally. All of these will have a good repercusion in the educational community to which they belong.

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School-based study groups can be a very valuable form of professional development, especially in the context of eTwinning. They allow teachers to collaborate, share experiences, and learn from each other while working on real classroom projects. Through these groups, teachers can exchange ideas, explore new digital tools, and develop innovative teaching practices that benefit both teachers and students. They also help create a supportive professional community within the school.

However, there can be some challenges. Teachers often have limited time, and it may be difficult to maintain regular meetings and active participation. In addition, some teachers may initially feel uncertain about using new technologies or participating in international projects. Despite these challenges, with good organization and support from school leadership, school-based study groups can be an effective way to promote collaboration, innovation, and continuous professional development through eTwinning.

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I believe that school-based study groups are an excellent approach for teacher professional development. They provide a supportive and motivating environment where teachers can share experiences, solve problems together, and make online professional development more effective. These groups encourage collaboration, peer learning, and confidence building among teachers.

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As an eTwinning Ambassador, I strongly support the idea of school-based study groups for professional development. I believe these groups are incredibly beneficial for teachers because they provide a space to share experiences, exchange ideas, and support each other in applying new skills. They also encourage collaboration and teamwork, and help link online professional development directly to our school context, making it more practical and meaningful.

Of course, there can be challenges, such as differences in digital skills or finding time to meet regularly, but I have seen that with mutual support and commitment, these groups can thrive and even grow into broader school learning communities.

I encourage all teachers to try this approach — it’s a wonderful way to learn together, innovate, and make professional development a shared experience rather than something we do alone.

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Building learning communities at school level through teachers’ study groups represents an effective strategy for professional development, even in theoretical high schools with very good student academic results.

For teachers who are less interested in projects such as eTwinning, study groups can represent a more accessible and less demanding alternative. They do not require international exposure, intensive use of technology, or complex administrative tasks, as they are centered on personal experience and the specific needs of the school. In this respect, they can serve as an intermediate step that may later facilitate openness toward broader collaborative projects.

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I believe that school-based study groups for professional development are a highly effective approach to teacher learning. They encourage collaboration, reflection, and the exchange of practical ideas grounded in real classroom experience. Such groups provide a supportive environment where teachers can discuss challenges, share best practices, and learn from one another.

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School based study groups are a good way to improve and learn together. They are good for professional development because it helps teachers grow by learning, sharing ideas and supporting each other.

Pros:

Teachers share useful ideas

Learn together in a practical way

Feel supported as a team

Improve their teaching

Cons:

Takes time (and teachers are sometimes overwhelmed or with lack of time)

Sometimes not everyone participates

Organization or guidance of the group is not always approppriate or with enough experience)

Conidering my context I can say that I really appreciate to work with that approach, but I see in this moment, because of the lack of time, it's really difficult to stay committed. If the topic or issue is really challenging I think you can feel involved and feel this community as a real support and a true help. As eTwinning ambassadors we love helping others, I think in a good school based learning community you can find all kind of roles, sharing your sttrenghts and learning form others, and you can build knowledge and inspire others too. Collaboration is the key of it success.

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In the context of Slovak schools, where traditional teaching methods are often emphasized, I see study groups as an innovative impulse. I perceive them as an opportunity to support the use of technology, creative methods, and the connection between theory and practice. As a new eTwinning ambassador and a teacher of Mathematics and Informatics at the lower secondary level of primary school, I will strive to use these groups to integrate digital tools into pedagogical practice.

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When teachers collaborate in a structured and flexible environment, they naturally share expertise, exchange classroom experiences, and co-create solutions tailored to their school’s real needs.

These interactions build a strong professional culture where continuous learning becomes part of everyday school life, leading to more innovative teaching and improved outcomes for students.

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Hadie Meholli Bajraktari- Vushtrri ,Kosovo

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Hadie Meholli Bajraktari- Vushtrri ,Kosovo

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I think school-based learning groups for teachers are one of the most effective ways to promote professional growth and collaboration. When teachers come together regularly to share ideas, discuss challenges, and reflect on their practice, they not only improve their own teaching but also enhance the overall quality of education in the school. These groups create a supportive environment where teachers can learn from one another’s experiences, explore innovative strategies, and stay updated with new educational trends. In addition, they strengthen teamwork and communication among staff, helping to build a positive school culture focused on continuous improvement and student success.

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I think school-based study groups are a great way for teachers to grow professionally. They let colleagues share ideas, reflect on their teaching, and solve real classroom challenges together. I really like the collaborative learning aspect—it makes professional development more engaging and practical. I also like that these groups encourage ongoing growth instead of one-off workshops.

The main challenges are finding time and keeping everyone actively involved. Still, with good organization and support from school leaders, study groups can be one of the most effective ways for teachers to learn and improve together.

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It is necessary for us as ambassadors to think out of the box and also know the news from other projects launched in the EU, such as STEM platforms and other supportive teacher associations.

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I believe that school-based study groups for professional development can be very beneficial for teachers. They provide a space for collaboration, where colleagues can share experiences, resources, and innovative practices. This kind of teamwork helps teachers develop their skills, reflect on their teaching, and find support in addressing classroom challenges. Such groups also encourage a culture of continuous learning and strengthen the school community.

However, there can also be challenges. For example, lack of time in teachers’ schedules, differences in motivation or engagement, and sometimes limited resources may affect the effectiveness of these groups. Despite these obstacles, I think that with good organization and a clear purpose, school-based learning communities can be a powerful tool for professional growth.

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I am fully convinced that these school_based learning communities are essential because they contribute to efficient collaboration and foster self-esteem . These skills are essential in professional environment and help students be future citizens.

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I believe school-based study groups for professional development can be highly beneficial for teachers. They promote collaboration, reflective practice, and the sharing of practical strategies tailored to the specific context of the school. These groups can foster a supportive learning community and enhance both individual and collective teaching practices. However, potential challenges include time constraints, varying levels of commitment, and the need for skilled facilitation to keep discussions focused and productive. In my context, balancing these groups with existing workloads might be difficult, but with proper planning, the benefits can outweigh the drawbacks.

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Working groups in school are extremely important because they contribute greatly to efficient communication between teachers from different specialties and different levels of education, contribute to the creation of group performance and not individual performance, and contribute to the valorization and visibility of the school in the domestic and international environment.

It is a long-term process to achieve this collaboration and obtain results, it is a process of learning and internal and external adaptation on the part of the teachers, but the results obtained from this process are amazing.

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Benefits of school-based study groups:

1. Collaborative learning: Teachers learn with and from each other, exchanging real classroom experiences and strategies.

2. Contextual relevance: The content is tailored to the school's needs, not generic.

3. Trust-building: Frequent interaction strengthens professional relationships, boosting morale and teamwork.

4. Cost-effective: No need for external trainers or travel – accessible and sustainable.

5. Empowerment: Encourages teacher leadership, as staff take on roles as facilitators or resource sharers.

6. Continuity: Can support ongoing development, unlike one-off workshops.

Potential challenges:

1. Time constraints: Teachers often have little time beyond teaching duties. Finding a consistent meeting time can be difficult.

2. Varying motivation levels: Not all staff may be equally invested, especially if participation is perceived as top-down or obligatory.

3. Lack of facilitation skills: Without guidance, discussions may drift or become superficial.

4. Resistance to collaboration: In some school cultures, teachers may be reluctant to share openly or admit struggles in front of peers.

5. Sustainability: If not embedded into the school's culture or schedule, groups may fade after initial enthusiasm.

Considering your context (e.g. if you’re an eTwinning ambassador or teacher in a busy school):

You might face:

Rigid schedules or limited planning time.

Teachers with varying digital competencies (which can be a barrier or a learning opportunity).

A need to convince leadership of the long-term value.

But you can overcome this by:

Starting small, with voluntary groups or pilot cycles.

Linking the study group to practical goals (e.g., project-based learning, eTwinning integration).

Using blended formats – short in-person sessions + online collaboration (e.g., via Padlet, Google Docs, or Teams).

Final opinion:

Yes, school-based study groups can be very beneficial, especially when teacher-driven, well-structured, and supported by leadership. With clear goals, flexible structure, and a culture of trust, they can become one of the most effective forms of professional development.

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In my opinion, school-based study groups for professional development are an excellent and highly beneficial approach to supporting teachers' growth. These groups foster collaboration, peer learning, and the exchange of practical experiences tailored to the specific needs of a school community. They create a safe and familiar environment where teachers feel comfortable sharing challenges and exploring solutions together. This often leads to stronger professional relationships, increased motivation, and a sense of shared responsibility for school improvement.

Such study groups can be particularly powerful because they promote continuous, context-based learning. Unlike one-off training sessions, study groups can adapt their focus over time, allowing teachers to dive deeper into topics, experiment with new strategies in their classrooms, and reflect on the outcomes in an ongoing cycle.

However, in my context, there are also some potential challenges to consider. One key issue is time — teachers are often overwhelmed with administrative tasks, and finding space in the school schedule for regular, meaningful meetings can be difficult. Another challenge is maintaining consistency and focus in the group, especially without a clear facilitator or shared objectives. Finally, in some cases, there might be a lack of a collaborative culture, which could limit open sharing and engagement.

Despite these challenges, I believe the benefits outweigh the drawbacks — especially when school leadership actively supports the initiative and when teachers are given the autonomy to co-create the agenda. With the right conditions, school-based study groups can become a driving force for sustainable professional growth and innovation.

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In my opinion, the concept of school-based study groups for professional development is a good approach. This way, work is done more efficiently, tasks are solved better. If a group member did not understand something from the trainer/mentor, then they can turn to their group colleagues and clarify the problem they encountered.

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School-based study groups for professional development are a valuable opportunity for teachers. They encourage the exchange of ideas, experiences, and best practices in a safe and collaborative environment. These groups also help build a learning community within the school, where teachers can support each other and find practical solutions to everyday challenges in teaching.

There are also some challenges: lack of time, busy schedules, and sometimes a limited institutional culture of collaboration. Still, if these study groups are well-organized and supported by school leadership, they can have a long-term positive impact on the quality of education.

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Benefits of school-based study groups:

1. Collaborative learning
Teachers learn from one another by sharing effective practices, discussing real classroom experiences, and reflecting together — often more relevant than formal training.

2. Contextual relevance
Since participants work in the same school or system, the discussions are directly applicable to their daily teaching.

3. Continuous and self-directed professional growth
Teachers can take charge of their own development, choosing topics that truly interest or challenge them.

4. Emotional and professional support
These groups offer a safe space for reflection and mutual support, which helps reduce burnout and isolation.

Potential challenges:

1. Lack of time
Busy schedules may make it difficult for teachers to attend regularly or invest fully in the process.

2. Low engagement or motivation
Without a strong collaborative culture, some teachers may see the group as a bureaucratic task rather than an opportunity.

3. Poor coordination
Without clear goals or a skilled facilitator, the group may lose focus and become ineffective.

4. Limited resources
A lack of materials, dedicated space, or leadership support can affect how productive and sustainable the group is.

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Monica Iuliana ONICA, Spiru Haret National College, Romania 

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Monica Iuliana ONICA, Spiru Haret National College, Romania 

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My opinion on the concept of school-based study groups for professional development:

I believe that school-based study groups are an effective and valuable method for teachers’ professional development. These groups promote collaboration among colleagues, the exchange of best practices, and the adaptation of learning to the specific needs of the school. They provide a safe space where teachers can openly discuss challenges, try new methods, and reflect together on teaching experiences.

The benefits of such groups include:

Strengthening teamwork and collaboration among teachers

Continuous learning that can be directly applied in the classroom

Increasing motivation and engagement in personal development

Encouraging creativity and innovation through idea sharing

Potential challenges or drawbacks might be:

Finding suitable time for meetings can be difficult with busy schedules

Lack of clear goals or facilitation might reduce the effectiveness of discussions

Some teachers may hesitate to share problems or difficulties

Resistance to change or irregular participation

In my context, for these groups to work well, support from school leadership, clear objectives, and a climate of trust and mutual respect are essential.

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School-level study groups can be very beneficial for teachers, as they encourage collaboration, sharing of best practices and professional reflection. They support continuous learning and team cohesion. However, challenges can include lack of time, resistance to change or differences in commitment between members.

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The group`s teachers focused on defining and implementing actions supporting teachers who lack relevant skills to benefit from online professional development opportunities, encourage those who would normally be less interested in participating in such professional development formats, and recognise the work of those who successfully do.

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I consider it approapriate and we implemented one pilot study group in our school. It was a success for both teachers and students.

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I believe that school study groups for professional development are a valuable initiative because they provide teachers with a collaborative framework in which they can reflect, learn and innovate together. These groups are beneficial because they support the exchange of good practices, stimulate motivation and contribute to the creation of a strong professional community in the school.

Yes, these types of groups can be beneficial for teachers because they encourage collaborative learning, the exchange of good practices and the development of a professional culture based on mutual support.

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School-based study groups for professional development (often called Professional Learning Communities or PLCs) are, in my view, one of the most powerful, sustainable, and teacher-centered approaches to continuous learning in education. They align with how adults learn best: socially, contextually, and with immediate application. Teachers are solving problems in their own classrooms. A study group anchored in their specific school environment can focus on relevant challenges—curriculum alignment, student engagement, classroom management—without wasting time on generic training.These groups foster shared ownership over growth. Teachers move from passive recipients of PD to active participants, learning from peers' successes and mistakes. That collegial trust builds morale and reduces isolation. Potential Challenges or Drawbacks: Teachers already juggle overloaded schedules. Without protected time in the school timetable, study groups risk becoming optional or rushed; Just gathering people in a room doesn’t guarantee learning. Without a trained facilitator, groups can drift off-topic, reinforce poor practices, or lack structure; In schools with low collaboration culture or where professional vulnerability is unsafe, study groups might face resistance or mistrust.

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School-based learning communities are very effective professional learning communities of educators because they aim to collaborate to improve teaching practices and enhance student learning by focusing on a common goal, shared responsibility and continuous improvement.

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School based study and methodical groups in schools that share ideas, concepts discovered in activities, projects, courses bring a great benefit to educational systems.

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In fact, I was a part of a Pilot Project on Building school-based learning communities. You can find out more about the project here https://studygroups.my.canva.site/

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How to set up school-based learning communities to improve teacher learning on MOOCs

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we are taking several meetings for disemination the projects and activities. Also I am sharing and explainign the parts of web2.0 tools that are not very easy to handle in the classroom.

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School-based study groups for professional development can be highly beneficial for teachers when implemented thoughtfully. Unlike external PD workshops, these groups are grounded in the specific challenges and goals of the school. This increases the relevance and applicability of what’s being learned. PD that occurs regularly in a study group format can have a greater long-term impact than one-off training sessions. Ongoing dialogue helps with the gradual implementation and refinement of new practices.

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School-based study groups can be highly beneficial for professional development when they are well-structured, teacher-driven, and adequately supported. The main challenges involve time, facilitation, and ensuring meaningful engagement. With attention to these factors, they can foster deep, sustainable growth for educators and ultimately improve student learning.

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I do believe that school-based study groups are great for professional development. Teachers share and learn together great things.

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The school-based study groups offer the new approach of teaching.

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School-based study groups can indeed be an effective, teacher-centered approach to fostering collaboration and supporting successful initiatives through guidance and the exchange of good practices. However, they can be difficult to implement due to the many commitments and pre-scheduled activities teachers face throughout the year. For this reason, it is essential that such groups are well-balanced and carefully organized.

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School study groups could be a great opportunity for teachers to plan and analylise together new strategies to find new ways of learning and teaching.

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I believe school-based study groups for professional development can be highly beneficial for teachers. These groups create an environment for collaborative learning, where teachers can share strategies, insights, and challenges, ultimately fostering a sense of community and mutual support. Here’s why I think they can be effective: collaboration and peer learning and sustained professional growth. There are some potential challenges: Teachers often have heavy workloads and carving out time for study groups can be difficult. Study groups work best when they are collaborative and inclusive. However, if the group becomes dominated by a few voices or if there’s lack of trust, it may lead to disengagement from some participants.

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An eTwinning ambassador should serve as a central figure, embodying trust and charisma to inspire and mobilize fellow educators. It is essential that the workshops are tailored to the local community, addressing the specific needs and expectations of the intended audience. Additionally, a comprehensive action plan must be established to support the effective execution of the projects.

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I like this idea of school study groups and I think we can benefit from them a lot. Getting together, sharing and finding interesting solutions to different problems is essential for creating a positive learning environment. Moreover, we can make the most of technology and use it to improve our teaching skills and learn more on the subject. Webinars, presentations, debates are an excellent way to develop our professional skills.

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The concept of school study groups for professional development is very useful as it allows teachers to exchange experiences, enhance their knowledge, and receive support in applying new methods in their work. I believe that these groups can be significant for teachers because they encourage continuous learning and collaboration, which is crucial for improving the quality of education. However, challenges may include a lack of time for regular participation and the need to tailor materials to the specific needs and context of preschool education.

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Participants from the same school in a study group have the opportunity to work in a team and share best practice. Also, they can support each other and learn about topics relevant to their needs and interests. They may have the opportunity to find solutions to common challenges. The school always may benefit from such study groups.

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School-based study groups are a fantastic initiative that promotes collaboration, inclusion and cooperation. Benefits outweigh the disadvantges. Teachers in need of help feel confortable in a flexible learning context adapted to their needs. Experienced teachers are rewarded sharing their knowledge and expertise with the support of brand-new content.

School-based study groups should be promoted and disseminated in a positive way in order to enhance their most important aspects.

I believe that it could be a fantastic idea to implement them in my regional context. They will be very useful.

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School-based study groups for professional development can greatly benefit teachers by fostering a collaborative learning environment where they can share knowledge, resources, and experiences. This personalized approach allows teachers to focus on specific areas of interest or need, making the learning more relevant and immediately applicable. Additionally, the support and encouragement from colleagues can increase motivation, engagement, and job satisfaction, while promoting a culture of continuous improvement and lifelong learning.

However, there are potential challenges such as time constraints, group dynamics, and maintaining consistency and commitment. Teachers’ demanding schedules can make regular participation difficult, and issues within the group can hinder productivity. Additionally, access to necessary resources and alignment with broader school goals are crucial for the success of these study groups. With careful planning and support, these groups can effectively enhance teachers' professional growth and improve teaching practices.

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I believe that school-based professional development working groups can be very valuable for teachers. Here are some important points:

First of all, it is very important for teachers to ensure their professional development by focusing on the needs and problems of their own school context. In this way, they can directly apply the knowledge and skills they acquire in their own classrooms and schools.

Additionally, working closely with colleagues, sharing experiences and learning from each other is very beneficial for teachers' development. These learning communities within the school prevent teachers from feeling lonely and enable them to produce solutions together.

However, there may be some difficulties in establishing and maintaining such working groups. For example, it may be difficult for teachers to allocate additional time due to their already heavy workloads. Ensuring the support of the school administration is also critical. Additionally, group members may require a certain amount of discipline and motivation to maintain active participation and cooperation.

Despite this, the benefits of school-based professional development working groups to teachers justify overcoming these challenges. Teachers' interaction with each other, cooperation, problem solving and developing innovative practices will increase the quality of education.

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School-based study groups for professional development can be highly beneficial for teachers for several reasons. These groups foster a collaborative learning environment where teachers can share knowledge, experiences, and resources, which can lead to improved teaching practices and enhanced student outcomes. Here’s a deeper dive into the potential benefits and challenges of this approach:

### Benefits of School-Based Study Groups for Professional Development

1. Collaborative Learning:

- Teachers can learn from each other's experiences and expertise.

- Sharing best practices and teaching strategies can lead to innovative approaches in the classroom.

2. Personalized Professional Development:

- Study groups allow teachers to focus on topics that are most relevant to their needs and interests.

- Tailored learning experiences can be more engaging and effective.

3. Building a Supportive Community:

- Teachers can form a supportive network, which can be especially beneficial in addressing common challenges.

- Emotional and professional support from colleagues can enhance job satisfaction and reduce burnout.

4. Continuous Improvement:

- Regular meetings and discussions encourage continuous reflection and improvement of teaching practices.

- Ongoing professional development helps teachers stay current with educational trends and research.

5. Practical Application:

- Teachers can immediately apply what they learn in study groups to their classrooms, allowing for real-time feedback and adjustment.

- Practical, classroom-focused discussions can be more directly impactful than generic professional development sessions.

### Potential Challenges and Drawbacks

1. Time Constraints:

- Finding time for regular meetings can be challenging given teachers' busy schedules.

- Balancing study group participation with other professional and personal responsibilities can be difficult.

2. Group Dynamics:

- The effectiveness of the group can be influenced by interpersonal dynamics and varying levels of commitment.

- Dominant personalities might overshadow quieter members, potentially limiting diverse input.

3. Resource Availability:

- Schools may lack the necessary resources, such as access to current research materials or funding for collaborative projects.

- Limited technological tools and support can hinder the effectiveness of study groups.

4. Consistency and Sustainability:

- Maintaining consistent participation and enthusiasm over time can be challenging.

- Without strong leadership and clear goals, study groups may lose focus and effectiveness.

5. Alignment with School Goals:

- Study group topics and activities need to align with broader school goals and policies to ensure coherence in professional development efforts.

- Lack of alignment can result in fragmented professional growth and missed opportunities for school-wide improvement.

### Conclusion

Overall, school-based study groups for professional development hold significant potential for enhancing teaching practices and fostering a collaborative school culture. However, for these groups to be truly effective, careful planning and support are essential. Schools need to address potential challenges proactively by providing time, resources, and clear objectives to ensure that study groups contribute meaningfully to teachers' professional growth and, ultimately, to student success.

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School-based study groups offer a powerful approach to professional development for teachers. Here’s why I believe they can be incredibly beneficial:

Benefits:

1. Collaboration and Peer Support,

2. Continuous Improvement,

3. Empowerment,

4. Building a Learning Community.

However, there are challenges that need to be addressed for these groups to be successful:

Challenges:

1. Time Constraints: teachers’ schedules are often packed, and finding time for regular study group meetings can be difficult.

2. Resource Limitations: schools may lack the necessary resources, such as materials or funding, to support these groups effectively.

2. Varying Commitment Levels: not all teachers may be equally committed, which can affect the group’s dynamics and overall success.

3. Facilitation and Leadership: effective study groups require skilled facilitators to guide discussions and manage conflicts, which can be a challenge without proper training.

4. Sustaining Momentum: keeping the momentum and enthusiasm for the study groups over time can be challenging, requiring continuous effort and adaptation.

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Weather we like it or not, online teaching is our reality and we should posses necessary skills. In my opinion, teachers would better learn from their colleagues than from some external experts. They would feel more comfortable and relaxed to ask for help and work on their weak spots. However, it is very difficult to find time for extra activities since we all have busy schedules.

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The exchange of ideas always produces good results. Participation in professional development programs can increase teacher motivation and job satisfaction.

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School-based study groups for professional development have proven to be invaluable in my experience. For instance, in our school, we formed a study group focused on integrating technology into the curriculum (PADDE). As a result of the pandemic, a group of teachers met regularly to explore new educational apps, share best practices on online sessions, and develop lesson plans incorporating digital tools that were shared. This collaborative effort not only enhanced our technological skills but also fostered a sense of camaraderie and mutual support among colleagues.

However, one challenge we encountered was finding time for meetings amidst busy schedules and conflicting priorities. To address this, we established a rotating schedule and one a term would organise informal sharing sessions online. Additionally, ensuring equal participation from all members and addressing varying levels of technological proficiency were ongoing considerations. Despite these challenges, the benefits of the study group far outweighed the difficulties, ultimately leading to improved teaching practices and student engagement.

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Community-based learning refers to a wide variety of instructional methods and programs that educators use to connect what is being taught in schools to their surrounding communities, including local institutions, history, literature, cultural heritage, and natural environments. Community-based learning is also motivated by the belief that all communities have intrinsic educational assets and resources that educators can use to enhance learning experiences for students.

Proponents of community-based generally argue that students will be more interested in the subjects and concepts being taught, and they will be more inspired to learn, if academic study is connected to concepts, issues, and contexts that are more familiar, understandable, accessible, or personally relevant to them. By using the “community as a classroom,” advocates would argue, teachers can improve knowledge retention, skill acquisition, and preparation for adult life .

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Most of the teachers at my school find it frustrating to attend courses because their English skills are not up to scratch or because they are not very confident with digital tools. Working together in a blended mode could provide them with the right support. Thank you to the pilot schools for their inspiring ideas and for trialling solutions that can be applied in other educational contexts across Europe. This is an idea I would like to put into practice in my school. The only drawback I can see is the lack of time when a teacher is asked to spend an extra afternoon or two at school, whereas, on the contrary, a positive point of online courses is that you can do them at your own pace, from home. More experienced teachers may not want to join the group unless they have a strong sense of commitment to the rest of the group.

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Melisa Husejnović, Bosnia and Herzegovina

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Melisa Husejnović, Bosnia and Herzegovina

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Study groups encourage collaborative learning, allowing teachers to share experiences, strategies, and resources. This collaborative environment fosters a sense of community among educators. Teachers in study groups often find a supportive network within their school community. This peer support can be valuable for addressing challenges, sharing successes, and creating a positive and collaborative working environment.

School-based study groups are generally seen as a positive approach to professional development for teachers. The benefits of collaboration, tailored learning, and peer support often outweigh the challenges. Success largely depends on effective planning, addressing time constraints, and ensuring that the content is relevant and responsive to the diverse needs of teachers within the school context.

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School-based study groups can in my opinion be highly beneficial for teachers, because study groups provide teachers with an opportunity to collaborate and learn from each other's experiences, expertise, and perspectives. This collaborative environment fosters a sense of community among teachers, which can lead to increased motivation and engagement in professional development activities.

In conclusion, while school-based study groups offer numerous benefits for teacher professional development, they also present challenges that need to be addressed to ensure their success. With careful planning, support, and commitment from all stakeholders, study groups can be a valuable tool for promoting continuous improvement and collaboration among teachers.

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Participating in school-based study groups offers educators an effective avenue for continuous professional development. Through structured collaboration with colleagues, teachers can enhance their grasp of essential concepts, exchange best practices, and cultivate new skills.

A key advantage of school-based study groups lies in their adaptability to cater to the distinct requirements of teachers and students. Teachers can pinpoint areas for personal growth and collaborate to devise strategies and resources that enhance student learning.

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School-based study groups can be a very important at school. They provide teachers with a platform to collaborate, share ideas, and learn from each other's experiences, besides fostering a sense of community and collective growth within the school. These groups can be tailored to meet the specific needs and interests of the teachers within a school. By promoting collaboration with peers in a supportive environment and fostering the exchange of ideas and shared successes this can be a source of motivation and inspiration to be more creative and innovative. The potential challenges might be related to time constraints, finding the time for the meetings, and sustainability. These study groups should be supported by the school leadership, in order to be sustainable.

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School-based study groups can be a valuable tool for professional development, but it is important to be aware of both the potential benefits and challenges. The success of these groups hinges on factors like clear goals, effective facilitation, and the commitment of the participating teachers.

Benefits:

Collaboration and shared learning: Study groups provide a platform for teachers to share their experiences, ideas, and best practices. This collaborative learning can lead to new insights, improved teaching strategies, and a sense of community.

Focused and relevant learning: Groups can tailor their discussions and activities to address specific needs and challenges they face in their own school context. This makes the learning more relevant and applicable to their specific situation.

Peer support and motivation: Participating in a study group can provide teachers with much-needed support and motivation. Sharing their struggles and successes with colleagues can help them feel less isolated and more encouraged to continue their professional development journey.

Cost-effective: School-based study groups are a relatively inexpensive form of professional development, as they require minimal resources beyond the time and commitment of the participating teachers.

Potential challenges:

Time commitment: Finding time for regular meetings can be challenging, especially for teachers with busy schedules.

Group dynamics: Ensuring all members feel comfortable participating and that the group functions effectively can require careful facilitation and attention to group dynamics.

Limited scope: School-based groups may not have access to the same range of resources or expertise as external professional development providers.

Evaluation: Measuring the impact of study groups on teacher practice and student learning can be difficult.

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School-based study groups for teachers can be helpful, encouraging collaboration and sharing best practices. However, challenges like time constraints and varying levels of engagement need to be considered for effective implementation.

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In a community not only do yu share interests but also share diffculties and make sure to have people who can always give you a hand.

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School-based study groups are a valuable resource for education professionals seeking professional development. These groups provide the ideal setting to share experiences, ideas and approaches to teaching and management practices. Group members can give each other constructive feedback on teaching methods, management strategies, or other aspects of education. This feedback can be extremely valuable to everyone's professional development.

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They are a great idea, a community can thrive while collaborating and communicating effectively, having the same goal.

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School based learning groups should be the first, most accessible environment for teachers to develop. A potential challenge could be the competition between teachers in the same school, but in most cases it can be avoided.

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great achievements came only from teamwork . And of course we need to star form kindergarden till the end of our life

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School based learning groups are very important because teacher can collaborate and work to achieve à common goal. School comunity will be better using this groups.

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A good idea, of course!

In Italy, at primary school level, collaboration between teachers is a consolidated practice. In fact, constant meetings are planned to develop the activities to be carried out in class.

Starting from secondary school, however, collaboration is less relevant, there is a tendency to have some department meetings, between teachers in areas such as linguistics, science, etc., to align teaching, especially in view of the final exams. cycle.

The introduction of the digital animator and the innovation team is interesting, as they propose a series of contents.

After a few years of suspension, at the moment, thanks to PNRR funds, we are returning to the concept of experts, with the task of supporting teachers in the challenging phase of digital transition and acquisition of new languages.

It is important to remember that the motivation of teachers in most cases is not only didactic-pedagogical or personal, but also economic

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There are several advantages of school-based study groups for professional development: Within a study group, professionals can share their experiences, ideas, and approaches regarding teaching practices and classroom management; group members can provide each other with feedback on teaching methods, classroom management strategies, or other education-related aspects; professionals can learn from each other through discussions and practical activities; group members can bring diverse resources (books, articles, educational materials, etc.) that contribute to the professional development of all participants.

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The concept of school-based study group for professional development is a good one because if we form such type of study group we see that we have things in common with other professionals, we are inspired, motivated to develop our career, we can ask for help or we offer help, we support each other, we share good practice, we see that we are not alone.We all know that our students love working in groups.

Drawback points could be the time allocated , you have to be an open minded person, friendly, too, respect other people's opinion.

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To work in collaboration is a great way to be better.

Communication is very important in working groups and together can develop good sollutions

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School-based study groups are one of the most effective and encouraging ways of professional development for teachers. These groups offer effective peer support mechanisms for all teachers, regardless of experience. During study group meetings teachers can collaborate and complete online activities together, support each other on technical and other issues and discuss topics of professional development activities. Also working together can improve the motivation and help them to focus.

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Participation in professional development programmes can increase teachers' motivation and job satisfaction. This can lead to deeper learning and greater engagement in the educational process.

Increased collaboration between colleagues: Professional development programmes can bring teachers from different subject areas and schools together, facilitating the exchange of ideas and good practice. This collaboration can lead to innovation and continuous improvement in the education system.

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A collaborative learning community involves some form of team teaching, and interdisciplinary themes are common in learning communities because they are intrinsic to the nature of the endeavor itself.

A learning community is like a group of people who have come together on purpose to help each other learn and grow. Community members engage in ongoing dialogue and cooperation as they work together to achieve common educational goals.

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Professional development groups should be focus in one matter or goal and sharing knowledge, good practices, manuals. That makes easy the way of working and improve the teaching activity

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For me if I learn new things, school has to have some qualities. First of all, teachers should interact with another. Moreover, the classroom should not be crowded and needs to be comfortably spacious. Democratic, comfortable, and free learning environment facilitates learning new things. The school administration and teachers should cooperate. Students who were willing and open to learn are the most important factor since they are related to all.

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To my mind the school based group is for teachers to support and motivate each other so as to benefit from online professional development opportunities. During the study group meetings the teachers complete online activities together, support each other with technical or other issues, and discuss the topics of the professional development activities.

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I believe school-based study groups for professional development are immensely beneficial for teachers. They create a collaborative environment for knowledge sharing, skill enhancement, and mutual support, fostering a culture of continuous learning. Through these groups, teachers can implement effective teaching strategies, navigate challenges together, and stay updated on evolving educational trends. However, challenges such as time constraints, differing priorities, group dynamics, resource limitations, and potential resistance to change need careful consideration and management to ensure the success of these initiatives. Overall, when well-facilitated and aligned with individual and school-wide goals, school-based study groups can significantly contribute to the growth and effectiveness of teachers.

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School-based learning communities means:

Teachers collaborate with each other in common projects and/or they engage in co-teaching activities.

The school creates and supports continuous learning opportunities for all staff e.g., participation in trainings, conferences, distant learning

The school promotes team learning and collaboration among all staff.

The school nurtures a culture of inquiry, innovation and exploration.

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In a world where teachers are required to become ‘high-level knowledge workers’, the emergence of the school as a learning organisation is vital. And without any doubt today's learning organisations are envisaged as places where people at all levels continually expand and develop their skills.
There are various benefits of school based study groups for professional development.

"These groups offer effective peer support mechanisms for all teachers, regardless of experience."

They also provide an opportunity for colleagues to come together, share their knowledge and experiences, and learn from one another.
As for me, development comes when teachers  have a unique community where they are able to share their experiences and gain new information on education technology and methods . I learned that success comes with helping others and being social is ultimately the most important thing in life.
Good luck everyone 🍀!

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School-based study groups for professional development can be strongly beneficial for teachers when well-organized and supported. They foster collaboration and peer support. However, challenges like varying expertise and the need for structure should be addressed to maximize their effectiveness. Combining internal study groups with external resources can help strike a balance between local expertise and exposure to broader educational trends. I think that in group projects, teachers can have this sort of new sharing flow of ideas.

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School study groups are one of the best options to improve the skills of coworkers at school.
1. It allows us to do joint work in which we all learn from each other without anyone having a dominant voice.
2. It allows us to have an open mind to change, seeing the real advantages of new methods
3. It provides us an environment of exchange open to the world, something that is very important for the citizens of the future.

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Schools must constantly seek ways of continuous improvement in every aspect of their activities.
In this direction, MIP acts as a tool that promotes self-evaluation of schools.
Sustainable development of schools and continuous improvement of the Development Plan
ensuring independent implementation by schools
is highly dependent on creating a culture of self-evaluation. Inside the school
This is the establishment of a Professional Development Community or the effective organization of the activities of method associations
it was found as a result of studies that it had a positive effect on the realization of the goal.
Professional Development Communities for teachers to improve student achievement
is a way to ensure development

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School -based study groups offer effective peer support mechanisms for all teachers, regardless of experience. They also provide an opportunity for colleagues to come together, share their knowledge and experiences, and learn from one another. That is why I think it is important to have such groups in eTwinning too.

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My audio about school-based learning approach. Building a group on well-being-related topics.

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School-based study groups for professional development can indeed be highly beneficial for teachers for several reasons:

Collaborative Learning: Teachers can benefit from sharing their experiences and insights with colleagues. Study groups create a collaborative environment where educators can learn from each other, exchange ideas, and collectively address common challenges.

Customization: School-based study groups can be tailored to address the specific needs and goals of a school or a group of teachers. This customization allows for targeted professional development that is relevant to the school's context.

Peer Support: Teachers often find comfort and motivation in working with peers. Study groups provide a support network where educators can seek advice, encouragement, and solutions to problems they encounter in the classroom.

Continuous Learning: Professional development is an ongoing process, and study groups can promote a culture of continuous learning within a school. They encourage educators to stay updated with new teaching methods, technologies, and educational research.

Cost-Effective: Compared to external workshops or courses, school-based study groups can be a cost-effective way to provide professional development opportunities for teachers.

However, there are potential challenges and drawbacks to consider:

Time Constraints: Teachers have demanding schedules, and finding time for study groups can be challenging. Balancing the demands of classroom teaching with professional development can be a struggle.

Group Dynamics: The success of study groups depends on effective group dynamics. If group members have conflicting personalities or goals, it can hinder the learning process.

Limited Expertise: The effectiveness of study groups may be limited by the collective expertise of the group. If the group lacks diversity or access to external resources, it may not address all the professional development needs adequately.

Sustainability: Maintaining the momentum of study groups over the long term can be a challenge. Ensuring that they remain relevant and engaging may require ongoing effort.

Resource Constraints: Schools with limited resources may struggle to provide the necessary support, materials, or facilitation for study groups.

In summary, school-based study groups can be a valuable tool for teacher professional development, promoting collaboration, customization, and continuous learning. However, addressing challenges related to time constraints, group dynamics, and resource limitations is crucial to ensuring their effectiveness.

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School-based professional development is a very useful practice to provide teachers with better learning opportunities. In our country, our Ministry of National Education has implemented a project on this subject and it is easy and efficient to open School-Based Professional Development courses in schools.

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In my opinion, it is very important to design a school plan in which the lines of work in the different plans and educational programs in which the school works are clearly defined. This way they will remain active throughout the courses. It is very important to create an environment of collaboration and participation in which all teachers are involved and the support of the management is total.

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I do believe School-based study groups are a useful way to keep in contact with colleagues in the same school and to motivate teams of teachers. Moreover, working together in a bended mode can provide support to all participants. Colleagues would be more at ease speaking their own language rather than English and this can boost participation. Thanks to pilot schools for their inspirational ideas.

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After projects teachers become more communicative. They want to be more available and want to share their experiences. The main thing to share ideas and to organise meetings

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I believe that building school-based learning communities can be an effective way to create groups of teachers who collaborate and become a real team. I want to reuse this resource in my action plan as an Ambassador.

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ın my opinion; School-based learning approach is very essential for both teachers individual and professional development and it offers for teachers a lot of opportunities such as sharing good practices, having a positive atmosphere at school or anywhere, being eager to new educational teachniques, improving social and communication skills, getting inspiration from each other, having fun and more.

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I think that an eTwinning ambassador must be a rallying point and a person of confidence and charisma to have the teachers around him and encourage them to act. It should be noted that these workshops  made mast be  adapted to the local community and meet the needs and expectations of the target population. An action plan must be adopted to facilitate the implementation of the projects.

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Teachers are people who spend more time at school than at home.So, a good school climate is a situation that directly affects both the psychological health and professional productivity of the teacher. These groups formed in schools and formal and informal activities, sharing experiences, learning from each other, and thus contributing to the development of the teacher greatly contribute to the development of the student.

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I agree with your statements... I think it's great opportunity and challenge too. But somtimes it's hard to find time for everything. Renata, Lithuania

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Image of a session of the digital center plan

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In my center we have already been developing several courses for the development of digital teaching skills.
I believe that school-based study groups are a great way for teachers to collaborate and share knowledge and experiences in a supportive environment. These types of groups can be very beneficial for teachers, as they allow them to develop specific skills and knowledge in areas that may be relevant to their daily work in the classroom.

In addition, school-based study groups can help teachers build stronger relationships with each other and foster a greater sense of community within the school. They can also improve consistency in the pedagogical approach and the implementation of educational practices in the classroom.

However, there are potential challenges that must be considered. One of them may be the lack of time and resources to organize and participate in these groups. In addition, there may be a lack of interest or motivation on the part of some teachers to participate in these groups.

Another potential challenge is ensuring that school-based study groups are inclusive and open to all teachers, regardless of experience or skill level. It is important that these groups do not become exclusive "groups" and that the equal and fair participation of all teachers is ensured.

In general, I believe that school-based study groups are a useful professional development tool for teachers. If they are properly organized and equitable and fair participation is ensured, they can be very beneficial in improving the quality of education at school.

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By forming school-based teaching groups, we can make the learning environment at school more effective, provide permanent learning, and thus increase the positive commitment levels of the students.

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The concept of school-based study groups for professional development is very import to build relationships with your colleagues and teachers from other schools. It is a good opportunity to share knowledge, best practices but also to reflect on common difficulties we face in the schools and to increase the self esteem; teacher training is a long life process in improving skills, attitudes and provide new methodologies and tools (digital and collaborative) engaging our students in an active learning process. Working and learning together will also increase communication and social skills fostering a positive climate and a better motivation to learn.

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School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements

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A school‐based learning approach is an innovative model that aimed at promoting teacher professional development on the basis of action learning. It focuses on collaborative learning, learning from experience, and exploring the constructive connection between action and reflection. The model is an attempt to bridge the gap between theory and practice, to develop teachers’ practical wisdom and to promote teacher professional development in daily practice.