Data-Informed Teacher Professional Development in Greece
In this case, a gradual, data-informed approach that combines consultations, questionnaire-based needs analysis, and collaborative reflection to support the design of targeted training aligned with teachers’ interests and school priorities. This has contributed to increased confidence in using digital technologies, stronger engagement in initiatives such as eTwinning and Erasmus+ but also greater collaboration among teachers.
The case also shows how these practices help establish the foundations for more systematic use of data in professional learning and decision-making. Explore the full case study to see how this approach was implemented in practice.