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The TAG model is a cyclical, identity-oriented approach to teacher professional development that positions teachers as active agents in their own learning and contributors to the learning of others.
Core principles
Core principles
1. Reflection
1. Reflection
Teachers critically reflect on their own backgrounds, classroom experiences, and professional practice.
2. Collaboration
2. Collaboration
Learning is developed through dialogue, peer interaction, and shared inquiry in a collaborative community of practice (i.e., TAG).
3. Identity
3. Identity
Teacher development is understood as an ongoing process of identity construction and professional becoming.
The TAG Learning Cycle
The TAG Learning Cycle
Learning within TAGs is structured as a continuous cycle:
Self: teachers reflect on themselves and their personal and professional beliefs
Experience: teachers draw on classroom practice
Reflection: teachers analyse and interpret experiences
Dialogue: teachers engage in collaborative discussion
Reframing: teachers reconsider beliefs and practices
Action: teachers apply new insights in practice and professional self-development
This cycle enables continuous professional learning grounded in real teaching contexts.
From Teacher to Facilitator
From Teacher to Facilitator
A defining feature of TAGs in the current project is the structured progression from participant to facilitator.
Through this process, teachers develop:
confidence
reflective capacity
professional agency
leadership in learning communities
Why the TAG Model Matters
Why the TAG Model Matters
The TAG model:
redefines professional development as identity work
strengthens collaborative professional learning cultures
enables scalable teacher-led development
bridges research and classroom practice
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