Date post: | 17-Jan-2015 |
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Designing the Competence-driven Teacher Accreditation
Kairit Tammets, Kai Pata, Mart Laanpere, Vladimir TombergTallinn University, Estonia
Dragan Gasevic, Melody SiadatyS.Fraser University, Canada
IntelLEO project
Intelleo is an international R&D project funded by European Commission (FP7 ICT programme, Technology-Enhanced Learning) 2009-2012, see http://intelleo.eu
Three business cases: Large company (VW) + Research institute (ATB) Small global company (INI) + University (Belgrade) Teachers’ association + University (Tallinn)
Goal: validated theoretical model and software tools which support cross-boundary learning & knowledge building activities, improving organisational responsiveness
Extended organisation
Defining responsiveness
4
Knowledge & competences
5
Knowledge objects
6
Intelleo ontology
7
SECI model by Nonaka & Takeuchi
Re-thinking teacher accreditation
Current practice of teacher accreditation in Estonia: Four ranks: junior teacher, teacher, senior teacher, expert Based on printed portfolio, easily measurable criteria
Proposed approach: e-portfolio (ELGG) with integrated knowledge building tools (Learning Planner, Organisational Policy Tool)
Scaffolding: intra-personal, inter-personal, organisational
Research problem and design
Current accreditation process do not support teacher's professional development, is not compliant with educational theories, nor with teachers’ professional qualification standard
Research design: Identification of current gaps (survey with 53 respondents + in-
depth interview with 3 expert teachers) Designing the alternative accreditation scenario and Web
services for scaffolding Evaluating the accreditation scenario and prototypes,
participatory design sessions with 9 teachers
Results Survey and interviews identified the following gaps in current
accreditation practice: Paper-based accreditation does not include innovative digital
learning materials and reflections Missing feedback is one of the important limitations of the
current accreditation process Although teachers value highly reflection from peers, they are
not not willing to spend time in reflecting, nor is reflection supported by current accreditation practices
Alternative accreditation scenario was validated and adapted
Learning Path Creator
Organisational Policy Tool
Conclusion An alternative scenario for teacher accreditation was
developed, based on SECI model and scaffolded by e-portfolio + knowledge building tools
Currently the scenario is being validated by the group of 16 teachers (October – December 2011)
The next challenge: how to engage policy-makers in renewing the accreditation practices
Acknowledgments
Participation in ICWL conference was supported by DoRa programme of Archimedes Foundation and European Social Fund