Designing the Competence-driven Teacher Accreditation

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