3.5 The Teacher Professional Development (TPD)

Implementing open-schooling transformation processes according to the COSMOS approach requires robust teacher professional development (TPD) initiatives. The success of these initiatives depends on effective planning, flexibility, and adaptability to different contexts. This comprehensive overview provides actionable insights to guide schools in creating successful TPD initiatives, ultimately enhancing the educational experience and fostering meaningful community engagement.

3.5.1. How to Implement Teacher Professional Development Initiatives with the Aim of Developing Their Understanding of the COSMOS Approach?

Implementing Teacher Professional Development (TPD) initiatives to deepen teachers' understanding of the COSMOS approach involves a structured, reflective process that builds on the COSMOS principles of open schooling and community-engaged science education. The initiative is designed to empower teachers as change agents, enhancing their capabilities to connect science education with socio-scientific issues (SSIs) through collaborative and inquiry-based learning. It should include several key aspects:

• Familiarization with the COSMOS Approach and Core Concepts – TPD initiatives begin with introducing teachers to the foundational principles of the COSMOS approach, emphasizing open schooling and the integration of SSIBL (Socio-Scientific Inquiry-Based Learning) pedagogy. This stage involves structured orientation sessions where teachers are introduced to the theory and goals of COSMOS—creating educational experiences that connect science education to real-world issues within the community. Teachers explore concepts such as Communities of Practice (CoPs), Core Organizational Structures for Promoting Open Schooling (CORPOS), and the open schooling model, which collectively form the basis of COSMOS.
• Developing CoP-based Learning Units with SSIBL – Once teachers understand the theoretical framework, they move into the practical application by forming CoPs with community stakeholders, including local experts, government representatives, and parents. Through workshops and collaborative meetings, teachers work with these CoPs to select relevant SSIs that resonate with both the students' lives and the community’s needs. This phase includes co-designing learning units based on the SSIBL model, encompassing the stages of "Ask," "Find Out," and "Act." Teachers gain hands-on experience by planning activities that encourage students to investigate SSIs and propose actionable solutions, deepening their understanding of the inquiry-based learning process within the COSMOS context.
• Facilitating Reflective Practice – Reflection is integral to the TPD process within COSMOS, allowing teachers to critically assess their implementation of open schooling and SSIBL pedagogy. Reflection sessions are structured at each stage of the TPD process, enabling teachers to consider their experiences, share challenges, and identify areas for improvement. Reflection workshops are organized, often facilitated by higher education institution (HEI) partners, to encourage teachers to discuss their experiences in a supportive setting. By revisiting their initial COSMOS framework understanding and reflecting on its application, teachers develop a deeper comprehension of open schooling and its benefits for science education.
• Contextual Adaptation and Flexibility – Implementing COSMOS-based TPD also requires adapting training to the specific contexts and needs of each school. COSMOS supports this by offering guidelines and materials tailored to different educational settings. Adaptation includes considerations such as the school’s openness level, the community’s needs, and available resources. For instance, rural schools may focus on SSIs that affect agricultural practices, while urban schools might address issues like pollution or urban development. Contextual adaptation ensures that TPD is relevant, feasible, and impactful, enhancing teachers' readiness and motivation to implement COSMOS concepts effectively.
• Empowering Teachers as Community Connectors – COSMOS TPD underscores the role of teachers as community liaisons who connect students with external stakeholders. By participating in CORPOS, teachers collaborate with community experts, ensuring that the SSIBL-based units are enriched with real-world insights and practical relevance. This empowers teachers to foster partnerships that enhance the educational experience and equip students with the skills to engage with local and global challenges, positioning teachers as facilitators of community-inclusive education.
• Continuous Support and Resources for Sustainability – Sustainability is a core goal in implementing TPD within COSMOS, necessitating ongoing support through resources, workshops, and feedback mechanisms. Resources include the COSMOS TPD Handbook, which provides detailed guidelines, case studies, and examples from successful implementations across various contexts. HEI partners play a vital role by offering expertise and ensuring continuous engagement through follow-up sessions and troubleshooting meetings. This long-term support system ensures that teachers retain their COSMOS insights and can sustain open schooling practices, even beyond the project's life cycle.

3.5.3. When to implement teacher professional development initiatives?

Implementing Teacher Professional Development (TPD) initiatives to cultivate teachers’ understanding of the COSMOS approach involves strategic timing that aligns with the school year, community engagement opportunities, and iterative learning cycles. These initiatives are most effective when introduced progressively, allowing teachers time to internalize the COSMOS principles and integrate them into their teaching. Some examples of optimal timing for implementing COSMOS-based TPD initiatives:

• Early in the School Year for Foundational Orientation – The initial stages of COSMOS-based TPD should occur early in the school year to establish a foundational understanding of open schooling, SSIBL (Socio-Scientific Inquiry-Based Learning), and COSMOS principles. This early start is ideal for orienting teachers with the COSMOS goals and framework, equipping them with a conceptual grounding before they begin integrating SSIBL activities into their lesson plans. In practice, introductory sessions can include workshops and seminars on COSMOS’s core concepts, such as the importance of community integration in science education and the role of CoPs (Communities of Practice). Launching the TPD early also allows teachers to begin the school year with a fresh perspective on science education, aligning their plans and objectives with COSMOS ideals from the outset​​.
• Before the Start of Collaborative SSIBL Project Planning – The COSMOS approach involves teachers co-designing SSIBL units with community stakeholders, such as local experts, researchers, and policymakers, within CoPs. To prepare for this collaboration, it is crucial to implement TPD prior to the actual planning and co-design phases. This timing enables teachers to understand the SSIBL model’s structure—“Ask, Find Out, Act”—and appreciate its importance in addressing socio-scientific issues relevant to students' lives. Conducting TPD before collaborative planning fosters a productive and confident environment, ensuring that teachers are ready to contribute effectively to CoP meetings and align with the community partners' expertise and expectations​​ .
• Mid-year for Reflection and Adaptation – Midway through the academic year is an ideal time for TPD sessions focused on reflective practice. As teachers implement initial SSIBL-based lessons, they benefit from structured reflection sessions facilitated by COSMOS higher education institution (HEI) partners. These sessions help teachers to assess their progress, share challenges, and identify areas for adaptation or improvement. Implementing TPD at this stage capitalizes on teachers’ recent experiences, offering them a timely opportunity to reflect on their engagement with students and CoPs. This reflective practice is integral to refining their understanding of COSMOS and ensuring that their teaching methods align with the project’s objectives​​.
• At Key Points of Community or CoP Engagement – COSMOS emphasizes strong community involvement, and TPD sessions are most impactful when timed to coincide with critical moments of community engagement, such as planning phases, stakeholder meetings, or feedback sessions. For example, holding TPD workshops before major CoP meetings can reinforce teachers’ understanding of their roles as facilitators and help them strategize on effective collaboration with external partners. Aligning TPD with these key community interaction points ensures that teachers are well-prepared to represent their educational goals, foster constructive dialogue, and sustain relationships with community members who contribute to the open schooling approach​​.
• End-of-Year Sessions for Consolidation and Future Planning – As the school year concludes, TPD initiatives can focus on consolidating teachers’ learnings, assessing the impact of SSIBL implementations, and preparing for future cycles. This stage allows teachers to reflect on the year's achievements and challenges and consider improvements for the upcoming academic year. End-of-year TPD sessions often involve a comprehensive review of COSMOS principles, sharing best practices across schools, and discussing ongoing support needs. This timing is beneficial for fostering a sense of accomplishment, promoting sustainability, and establishing goals for deepening the COSMOS approach in the following year​​.

3.5.4. Where to implement teachers’ professional development initiatives?

Implementing Teacher Professional Development (TPD) initiatives focused on deepening teachers’ understanding of the COSMOS approach is most effective when strategically situated in diverse educational and community settings. COSMOS-based TPD aims to foster open schooling through place-based learning environments that enable meaningful connections between schools, communities, and local experts. Some examples of optimal settings for COSMOS-based TPD initiatives:

• School-Based Learning Environments – TPD sessions held within the teachers’ own schools provide a familiar setting that supports immediate practical application and contextualization. School-based training allows TPD facilitators to tailor COSMOS principles, such as Socio-Scientific Inquiry-Based Learning (SSIBL), to the unique needs of each school’s educational environment. When teachers engage in TPD sessions on campus, they can readily discuss specific challenges and opportunities related to their own classrooms, making it easier to incorporate SSIBL practices. Additionally, implementing TPD directly in schools reinforces the establishment of Communities of Practice (CoPs) with internal stakeholders, including school administrators and colleagues, fostering a strong support network essential for the sustainability of open schooling​​.
• Community-Linked Settings for CoP Collaboration – Community-oriented locations, such as libraries, community centres, or environmental organizations, provide valuable contexts for TPD sessions, especially those focused on establishing and collaborating with CoPs. Conducting TPD outside school premises helps teachers connect with local experts and community partners who bring additional insights into relevant socio-scientific issues (SSIs). For instance, a TPD session held at a local science museum or environmental organization enables teachers to explore how their curriculum can include hands-on activities related to sustainability, biodiversity, or public health. These community-linked settings encourage teachers to expand their educational perspectives and recognize the importance of integrating external expertise into student learning​​.
• Higher Education Institutions for Access to Academic Expertise – Higher Education Institutions (HEIs) involved in COSMOS serve as an ideal venue for TPD sessions aimed at grounding teachers in the theoretical aspects of the COSMOS approach. HEIs provide access to academic experts, researchers, and resources that enhance teachers’ understanding of open schooling, SSIBL, and inquiry-based pedagogy. Sessions held in universities or colleges often include workshops, lectures, and discussions facilitated by experts who can guide teachers in aligning COSMOS principles with broader educational research and pedagogical theories. Additionally, HEI-hosted sessions reinforce collaboration between teachers and academic partners, fostering a network that supports continuous learning and professional growth​​.
• Virtual Platforms for Flexible, Ongoing Support – Online platforms are increasingly valuable for delivering flexible and accessible TPD, particularly for schools in remote areas or those requiring ongoing support. Virtual TPD sessions, webinars, and discussion forums allow teachers to engage with COSMOS principles regardless of geographic limitations, making these sessions highly inclusive. Virtual settings also enable HEI partners and TPD facilitators to offer regular check-ins, share resources, and encourage peer-to-peer exchanges across schools and regions. This online format is particularly effective for follow-up and reflection sessions, where teachers can discuss implementation challenges, share successful practices, and reinforce the open schooling approach within their specific contexts​​.
• Environmental and Real-World Contexts for Experiential Learning – Taking TPD initiatives into real-world settings related to SSIs—such as nature reserves, conservation sites, or healthcare facilities—provides experiential learning that enhances teachers' understanding of SSIBL's real-world relevance. In these environments, teachers can observe the impact of socio-scientific issues firsthand, allowing them to better relate these issues to classroom learning. For example, a TPD session at a local conservation area could focus on sustainability and biodiversity, showing teachers how to translate these themes into inquiry-based classroom activities. These settings reinforce COSMOS’s objective to bridge science education with community engagement, equipping teachers to bring relevant and impactful learning experiences to students​​.

3.5.5. How to structure teacher professional development initiatives?

Structuring Teacher Professional Development (TPD) initiatives to deepen teachers' understanding of the COSMOS approach requires a phased, collaborative, and reflective framework. This structure enables teachers to gradually adopt the open schooling principles of COSMOS and effectively implement Socio-Scientific Inquiry-Based Learning (SSIBL) within their classrooms and communities. By integrating theoretical foundations, practical application, and ongoing support, the TPD framework promotes sustainable and meaningful science education. The key components for structuring COSMOS-based TPD are:

• Phase 1: Conceptual Foundations and Orientation – The initial phase of TPD focuses on introducing teachers to the core concepts and goals of the COSMOS approach. This includes in-depth exploration of open schooling, SSIBL, and the role of Communities of Practice (CoPs) in fostering collaboration among educators, students, and community stakeholders. Orientation sessions should emphasize how the COSMOS approach links science education with socio-scientific issues (SSIs), relevant to the students’ lives and local context. Through workshops and seminars, teachers develop a strong theoretical foundation that situates their work within the broader objectives of community-focused science education. This phase is also an opportunity to introduce teachers to resources and materials that will support their learning journey​​.
• Phase 2: Practical Application through Co-Design and Collaborative Planning – After gaining a conceptual understanding, teachers move to practical application by collaborating with CoP members, including local experts, stakeholders, and community representatives. In this phase, teachers co-design SSIBL-based learning units centred around SSIs, employing the SSIBL model’s stages: “Ask,” “Find Out,” and “Act.” Teachers are encouraged to work together to identify relevant SSIs and develop lesson plans that involve students in inquiry-based learning processes. This stage includes hands-on workshops, group activities, and planning sessions that support teachers in translating theoretical knowledge into actionable teaching strategies. This phase benefits from the inclusion of HEI facilitators, who guide teachers in aligning their curriculum with the open schooling principles of COSMOS​​.
• Phase 3: Implementation and Observation in the Classroom – Implementation is structured to allow teachers to apply SSIBL-based lesson plans in real classroom settings while receiving support from TPD facilitators. Teachers conduct SSIBL activities with students, engaging them in inquiry-driven learning experiences that address chosen SSIs. This phase involves observation by TPD facilitators, CoP members, or HEI partners, who provide constructive feedback to help teachers refine their approach. To support adaptation to specific school contexts, TPD sessions can be customized, providing flexibility in lesson structure, duration, and resources. This experiential phase is essential for teachers to see the impact of COSMOS principles firsthand and to build confidence in implementing open schooling methodologies​​.
• Phase 4: Reflective Practice and Peer Feedback – Reflection is a core component of COSMOS-based TPD, encouraging teachers to critically analyse their experiences in implementing SSIBL and working within CoPs. Structured reflection sessions provide teachers with the opportunity to evaluate what worked well, discuss challenges, and identify areas for improvement. This phase often includes peer feedback sessions, facilitated by TPD coordinators, where teachers can share insights and learn from each other’s experiences. Reflection deepens teachers’ understanding of open schooling, reinforcing their role as facilitators of inquiry-based science education and helping them refine their approaches for future SSIBL projects​​.
• Phase 5: Continuous Support and Resources for Sustainability – To ensure that teachers continue to apply and evolve in their use of the COSMOS approach, ongoing support is crucial. This phase involves continuous access to resources, refresher workshops, and follow-up meetings. HEI partners and TPD facilitators play a key role in offering guidance, troubleshooting, and updates on best practices in open schooling and SSIBL pedagogy. Teachers are also encouraged to remain active in their CoPs, sustaining connections with community partners and exploring new SSIs that can enrich students’ learning experiences. This support system strengthens the sustainability of the COSMOS approach, allowing teachers to adapt their methods and deepen their engagement with open schooling over time​​.
• Additional Structural Elements
  • Blended Learning Opportunities: COSMOS TPD combines in-person workshops, community-based activities, and virtual sessions, providing flexible learning options. This blend allows teachers to engage at their convenience while receiving the full range of training and support.
  • Resource and Reflection Guides: Structured reflection guides and instructional resources are provided throughout each phase, enabling teachers to systematically build on their understanding of COSMOS and adapt materials for diverse educational contexts.

3.5.6. Possible Necessary Adaptations to Teachers Professional Development Initiatives Conducted by Partners in Each National or School Context

Implementing Teacher Professional Development (TPD) initiatives within the COSMOS framework across diverse national and school contexts requires tailoring strategies to meet specific cultural, logistical, and educational needs. By adapting TPD initiatives to the unique characteristics of each context, the COSMOS project supports meaningful engagement and sustainable adoption of open schooling and SSIBL (Socio-Scientific Inquiry-Based Learning) methodologies. Some examples of possible adaptations for TPD initiatives in national and school contexts:

• Customization of Content Based on Socio-Cultural Relevance – COSMOS TPD initiatives often need to adapt the chosen socio-scientific issues (SSIs) and content to align with locally relevant topics that resonate with both students and community stakeholders. For instance, in Sweden, themes like environmental conservation and biodiversity are emphasized to align with local ecological priorities, while in Portugal, topics may include seismic activities due to the region’s susceptibility to earthquakes. Adapting SSIBL topics to the socio-cultural context enhances the relevance of COSMOS by ensuring that teachers and students are investigating issues that directly impact their communities​​.
• Adjusting Training Methods to Teachers’ Familiarity with Open Schooling – In countries where open schooling is less common, such as some regions in Belgium, TPD sessions may need to focus more on introductory concepts, such as building an understanding of community-based education and developing partnerships with external stakeholders. By contrast, in contexts where open schooling and community engagement practices are already more integrated, such as the Netherlands, TPD can focus on advanced SSIBL methodologies and refining existing practices. This adjustment helps build a solid foundation where needed, while allowing for more sophisticated exploration in contexts with an established background in open schooling​​.
• Adapting TPD Duration and Intensity to School Schedules and Resources – School schedules, available resources, and time constraints vary significantly across different national and school contexts. For instance, in Israel, where teachers may have heavier teaching loads, TPD initiatives are adapted to shorter, more intensive sessions that fit within the school year’s calendar. In settings where teachers can commit more extended time, TPD may include additional workshops, peer collaboration sessions, and more in-depth SSIBL lesson planning activities. This flexibility ensures that COSMOS-based TPD remains accessible and practical for teachers in varying educational contexts​​.
• Language and Terminology Modifications – Language adaptations are crucial, particularly in countries where English may not be the primary language. For example, in Sweden, COSMOS terminology related to Communities of Practice (CoPs) was adapted, as there is no direct translation for the term; instead, a locally understood equivalent was used to convey the concept of collaborative learning communities effectively. Similarly, resources and materials are translated and adjusted to ensure that teachers can fully grasp the COSMOS principles without language barriers, which promotes inclusivity and comprehension​​.
• Integrating Local Community and Stakeholder Involvement – COSMOS emphasizes building CoPs that include a diverse range of local stakeholders; however, the availability and engagement level of these stakeholders can differ by context. In urban contexts, such as schools in the UK, partnerships with local museums or environmental agencies are more accessible, while rural schools may focus on engaging local farmers or smaller community organizations. Partners adapt TPD by identifying and involving stakeholders who are relevant and readily available within each community, ensuring that the COSMOS approach is viable and impactful for each school’s unique environment​​.
• Flexibility in Reflective Practice and Follow-up Support – Reflective practice is a core element of COSMOS TPD, but how it is structured and followed up varies to align with local educational practices. In contexts like Portugal, TPD follow-up sessions emphasize structured group reflections facilitated by Higher Education Institution (HEI) partners, whereas in other contexts, like Sweden, reflection may be more individualized and integrated into ongoing feedback loops. Moreover, some countries may require additional online support due to geographic limitations or scheduling conflicts, allowing teachers to engage with facilitators and CoP members remotely and ensuring sustained reflection and growth in their SSIBL practices​​.
• Tailoring Resources to National Curriculum Requirements – Each country’s educational system has specific curriculum requirements, necessitating adaptations in COSMOS TPD to align with national standards. For example, in Israel, TPD resources are aligned with national science curriculum objectives to ensure that SSIBL units can be seamlessly integrated without compromising mandated content. Conversely, in contexts with more flexible curricula, such as certain regions in the Netherlands, teachers have greater freedom to experiment with SSIBL and open schooling approaches, allowing for more innovative adaptations within the COSMOS framework. Aligning TPD resources with curriculum standards ensures that teachers can implement COSMOS without conflicting with their school’s academic goals​​.

3.5.7. How to Solve Some Problems associated with Teachers Professional Development Initiatives?

Implementing Teacher Professional Development (TPD) initiatives within the COSMOS framework has presented several challenges that vary across educational and cultural contexts. Recognizing these weaknesses, obstacles, and difficulties is essential for developing strategies that ensure TPD initiatives can effectively support teachers in adopting COSMOS's open schooling and inquiry-based approaches. Here are some of the significant issues encountered, along with suggested solutions to address them:

• Limited Time and Scheduling Conflicts – Teachers often have demanding schedules with minimal time available for additional training, making it challenging to engage consistently in TPD sessions. In some contexts, teachers juggle high teaching loads and may lack flexibility in their schedules, which limits their ability to fully participate in COSMOS TPD. To address time constraints, COSMOS TPD can be structured as modular, flexible training with short, intensive sessions that fit into teachers’ schedules. Virtual TPD components, such as webinars and online resources, can supplement in-person sessions, allowing teachers to engage asynchronously. Additionally, incorporating TPD into existing professional development days within the school calendar can help maximize attendance and minimize disruptions​​.
• Insufficient Familiarity with Open Schooling Concepts – In many schools, teachers may have limited prior experience with open schooling and community-based science education. This unfamiliarity can lead to hesitancy and slow adoption of COSMOS principles, as teachers may feel unprepared to connect classroom learning with community-based SSIBL activities. To overcome this, COSMOS TPD initiatives should start with foundational workshops that introduce open schooling concepts through relatable examples and step-by-step guides. Interactive sessions where teachers work with case studies or simulated SSIBL scenarios can boost confidence and familiarity. Pairing teachers with mentors or experienced educators who can provide guidance on community engagement and open schooling integration is also beneficial​​.
• Difficulty in Securing Community Partnerships – Establishing and sustaining relationships with community stakeholders, such as local experts and organizations, is a core aspect of the COSMOS approach. However, in some regions, these partnerships can be challenging to secure due to a lack of readily available stakeholders or insufficient resources to support collaboration. TPD initiatives can include training on building and managing community partnerships, providing teachers with networking strategies and templates for outreach communication. Encouraging schools to appoint a dedicated community liaison can streamline stakeholder engagement and ensure consistent communication. Additionally, virtual partnerships (e.g., webinars with external experts or virtual field trips) can serve as alternatives where local community partnerships are not feasible​​.
• Resource Limitations and Lack of Funding – Implementing SSIBL activities often requires materials, transportation, or external resources, which may be beyond the budget of some schools. Resource constraints can limit the scope of TPD sessions and the practical application of COSMOS principles, particularly in under-resourced educational settings. COSMOS can seek to provide resource kits or low-cost activity ideas that allow teachers to conduct SSIBL with minimal materials. Additionally, offering training on grant writing or identifying local sponsorships can empower schools to secure additional funding. Virtual components of SSIBL activities, such as online data resources or virtual experiments, can also help reduce dependency on physical resources while still providing an interactive learning experience​​.
• Resistance to Pedagogical Change – Teachers accustomed to traditional science education methods may be resistant to adopting new pedagogies, particularly if these methods demand significant changes to their teaching style. The COSMOS approach, which emphasizes community-oriented and inquiry-based learning, can be perceived as a departure from conventional curricula, leading to hesitation. To ease this transition, TPD can include gradual, scaffolded training that allows teachers to integrate COSMOS principles incrementally. Starting with small, manageable SSIBL activities within the classroom before moving to full community-based projects can help teachers adapt comfortably. Showcasing success stories and testimonials from other teachers who have implemented COSMOS successfully can also help reduce resistance by demonstrating the approach's practical benefits​​.
• Language and Cultural Barriers – In multilingual or multicultural contexts, language barriers and cultural differences can hinder teachers’ understanding of TPD content and their ability to implement it effectively. In some regions, there may not be direct translations for key COSMOS concepts, leading to potential misunderstandings. Providing TPD materials in multiple languages and adjusting terminology to be culturally relevant are crucial steps. COSMOS should involve local facilitators who understand cultural nuances and can translate concepts into locally resonant ideas. Visual aids, simplified language, and real-world examples can further support teachers’ understanding, especially when direct translation isn’t feasible​​.
• Challenges in Aligning TPD with National Curriculum Standards – Different countries have specific curriculum standards, and teachers may struggle to reconcile COSMOS's open schooling principles with rigid national curricula. This can limit the degree to which teachers feel they can apply COSMOS methodologies within their prescribed teaching frameworks. COSMOS TPD should include a curriculum-mapping component that guides teachers on how to align SSIBL activities with existing curriculum standards. Providing templates and examples of how COSMOS principles can support national learning outcomes can help teachers see the compatibility between open schooling and their curricula. Flexibility in SSIBL topic selection, allowing teachers to choose themes that naturally complement national standards, can also facilitate alignment​​.