Designing the competence-driven teacher accreditation

Authors:
Kairit Tammets;Kai Pata;Mart Laanpere;Vladimir Tomberg;Dragan Ga$#353/evi$#263/;Melody Siadaty
Affiliations:
Centre for Educational Technology, Institute of Informatics, Tallinn University, Tallinn, Estonia;Centre for Educational Technology, Institute of Informatics, Tallinn University, Tallinn, Estonia;Centre for Educational Technology, Institute of Informatics, Tallinn University, Tallinn, Estonia;Centre for Educational Technology, Institute of Informatics, Tallinn University, Tallinn, Estonia;Athabasca University &/ Simon Fraser University, Canada;Athabasca University &/ Simon Fraser University, Canada
Venue:
ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning
Year:
2011

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Abstract

For supporting technology-enhanced in-service teacher accreditation for professional competences, this case study in Estonian context investigates the applicability of an organizational knowledge-management (KM) model extended by the principles of self-regulated learning. The survey findings revealed the existing state, open challenges, and potential barriers of supporting teachers' lifelong learning activities with the new model. An activity scenario and a set of software services supporting the harmonization of teachers' accreditation with the model were developed via a participatory design process with the teachers. The evaluation indicated that organizational, intra- and inter-personal scaffolds embedded in services were used concurrently in each accreditation activity.