Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms

The purpose of this paper is to accentuate teachers’ voice and examine what teachers consider as useful professional development for promoting 21st century skills presented in educational reforms. participated a program designed support bridging the gap between visionary reforms classroom practice. Over three-year period, 56 courses were conducted, reaching 1187 teachers. Results from large-scale qualitative study show that highlighted instructional strategies modelled during course supportive together with easy access teaching resources increased confidence. Implications future programs are discussed.