This work was developed under the PhD Program Technology Enhanced Learning and Societal Challenges, funded by the Foundation for Science and Technology, FCT I. P. – Portugal PD/BD/128148/2016 Critical factors in teachers’ professional learning in the era of mobile learning Marco Bento | José Alberto Lencastre | Íris Susana Pires Pereira In the third year of the training programme, the teachers learned how to merge the three pedagogies with technology and the new learning spaces to rethink their classroom environments. Hall these three years were monitored in the real classroom settings. The teachers' training was carried out in a cyclic spiral process, following collaborative and deeply reflexive dynamics, and supported by a digital platform. We present and discuss the results of the study first moment of the teachers' training, guided by the following research question: Which factors enhance (or otherwise hinder) teachers’ engagement in professional learning about new pedagogical approaches in the era of mobile learning? METHOD Our methodological approach was design-based research [DBR]. DBR is "situated in real educational contexts; focusing on the design and testing of interventions; using mixed methods; involving multiple iterations; stemming from partnership between researchers and practitioners; yielding design principles; different from action research and concerned with an impact on practice" (Anderson & Shattuck, 2012, p.16). According to McKenney and Reeves (2013), DBR ideally begins with the identification of a severe problem relevant to practitioners. The DBR approach allowed us to create the teachers' learning situations and the research conditions to monitor the teachers' learning processes. REFERENCES • Anderson, T., Shattuck, J. (2012). Design-based research: A decade of progress in education research. Educational Researcher, 41(1), 16–25. Google Scholar • Day, C. (2001). Desenvolvimento profissional de professores: os desafios de aprendizagem permanente . Porto. Porto Editora. • Kapp, K. M., Blair, L., & Mesch, R. (2012). The Gamification of Learning and Instruction Fieldbook. San Francisco: Wiley. • Sharples, M., Taylor, J., & Vavoula, G. (2005) Towards a Theory of Mobile Learning. In H. van der Merwe & T. Brown (Org.), Proceedings of mLearn 2005 / 4th World Conference on mLearning. Available online at http://www.compassproject.net/sadhana/teaching/readings/sharplesmobile.pdf • Bento, M., Lencastre, J. A., & Pereira, I. (2016). The use of mobile devices in the development of reading comprehension skills. In Íris Pereira, Altina Ramos, and Jackie Marsh (Eds), The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research - Proceedings of the first Training School of COST Action IS1410, (pp. 24-34). Braga: Centro de Investigação em Educação (CIEd). ABSTRACT Schools have been slow to adapt to an ever-changing society in which learning is ubiquitous, as the technology available to empower it. There is a new student profile, with a different way of thinking, acting, communicating and learning. However, when we talk about teachers’ profiles, the situation is different… we will have to analyse them regarding their positioning in what concerns a process of pedagogical practices transformation. This is the scope in which this research fits. We intend to understand how teachers develop and transform their pedagogy in a context of professional development focusing on pedagogic strategies that are sustained on mobile learning, flipped learning and gamification. We present the qualitative data analysis in which teachers express their opinion about this learning experience. The results suggest the existence of four critical dimensions in professional learning: (i) Teacher Attitudes, (ii) Learning Contents, (iii) Learning Context and (iv) Learning Processes. The analysis shows that Teacher Attitudes are in the centre of the whole process, aggregating the other three dimensions. Besides, the analysis has allowed the identification of three different types of teachers’ attitudes, namely transformative, resistant and willing to change, that emerge as potentiators or inhibitors in the processes of pedagogical transformation. The main implications concerning fostering every teachers’ demanded development for a digital age are presented and discussed. Key-Words mobile learning; lifelong learning; teachers’ development FRAMING THE RESEARCH PROBLEM The study consisted of the implementation of a three-year professional ongoing training programme. In the first year of the programme, teachers were acquainted on the pedagogical use of mobile learning, flipped learning and gamification. Mobile learning is learning across multiple contexts, through social and content interactions, using personal electronic devices (Sharples, Taylor, & Vavoula, 2005). Flipped learning is a pedagogical approach in which the conventional notion of classroom-based learning is inverted so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers (Talbert, 2017). Gamification is the application of game elements and digital game design techniques to non-game problems (Kapp, Blair, & Mesch, 2012). Thus, students learn, not by playing specific games but they learn as if they were playing a game (Bento, Lencastre & Pereira, 2016). During training, teachers were accompanied in the application of these three innovative pedagogies in their professional working contexts to improve digital skills. During the training, the teachers were learning the contents (functional learning) and involved in collaborative work with peers to improve their commitment to their learning (Attitudinal development). In the second year of the training programme, teachers learned how these three pedagogies - mobile learning, flipped learning and gamification - could allow to flexibility the curriculum, having also been coached in the operationalisation of these pedagogies with their students. Figure 1. Critical factors in teachers’ professional learning RESULTS The comments of the teachers provided a valuable contribution to the analysis and reflection on their opinions on the training. The study of the testimonies was carried out in three sequent stages. The first stage of analysis involved the organisation and interpretation of a matrix with significant units (phrases, sentences, periods) from teachers' statements, identifying patterns, checking contrasts, clarifying relationships, and building an understandable information. The transcriptions were read several times to identify categories that could emerge. For each category we grouped the significant units. They were identified and transcribed preserving the teacher's language. In a second stage, the researcher grouped the categories into dimensions. This analysis had the discussion and validation of the two research advisers. The third stage - conclusions and verification - began with the elimination of significant redundant units, the annotation and clarification of relations between significant units. Data analysis for the open questions of the three questionnaires allowed us to create four dimensions: (i) Teacher Attitudes, (ii) Learning Contents, (iii) Learning Process, and (iv) Learning Context. Each dimension with some categories (Figure 1). This work is funded by CIEd – Research Centre on Education, project UID/CED/01661/2019, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT macbento@hotmail.com | jlencastre@ie.uminho.pt | iris@ie.uminho.pt