Project description
Compared to teachers in schools and their professional development, there has been little attention and systematic support directed to development of teacher educators' PDC. NOTELEB-project was created before Covid-19 pandemic, which gave a boost to teachers' PDC, at the same time underlining the importance of the project.
Systemic development of teacher educators' PDC
The purpose of the project No Teacher Educator Left Behind (NOTELEB) is to contribute to the quality development in higher education, in particular in teacher education and training, by planning, implementing and assessing a model for teachers' Professional Digital Competence (PDC) development, based on informal learning in the workplace, comprising of hands-on, innovative activities.
Project objectives
O1. To tackle skills gaps among teacher educators by supporting of and contributing to development of their PDC.
O2. To contribute to modernizing teacher education by promoting technology-supported teaching methods and tools, through linking PDC development with research, innovation, and work-based informal learning.
To reach the first objective, we shall develop, implement, and evaluate an innovative, multi-module model for development of PDC of teacher educators (TE). Our definition of PDC relies on the TPACK model (Technological-Pedagogical-Content-Knowledge) by Mishra and Kohler (2006) and the European Framework for Digital Competence of Educators (DigCompEdu).
Our work towards the second project objective (O2) builds on this rationale. Based on their analysis, the Technical Working Group on Teacher Professional Development at the EDUsummIT 2011 (Twinnings, et al., 2013) agreed that practitioner research and related approaches, such as action research, design-based research, and action learning, are suitable to address key features of effective professional development, and that shared reflective practice is a way to fulfill requirements to professional learning. Furthermore, NOTELEB will support teacher educators’ lifelong learning in the context of their work with children and youth through continuous professional development. Finally, central to the work towards the objectives is building and testing of a pedagogic-digital toolkit.
Four output activities
A PDC Development Model for Teacher Education.
2. A didactic-digital toolkit for teacher educators and teachers.
3. A main video and interactive video materials on PDC development in TE.
4. Online, module-based NOTELEB Course on PDC development in TE.
Activities described in more details here.
Follow-up Case Studies
The PDC model implementation will be documented and evaluated in a follow-up study comprising of five case-studies, one from each partner institute.