No teacher educator left behind Erasmus Project

Project Title

No teacher educator left behind

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for higher education

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; New innovative curricula/educational methods/development of training courses; Pedagogy and didactics

Project Summary

The purpose of the project No Teacher Educator Left Behind (NOTELEB) is to contribute to the quality development in higher education in general and in teacher education and training in particular, by planning, implementing and assessing a model based on informal learning in the workplace, comprising of hands-on, innovative activities to initiate and support teacher educators’ development of their Professional Digital Competence (PDC). Teacher educators are our primary target group, and pre-service and in-service teachers a secondary one. Compared to teachers in schools and their professional development, there has been little attention and systematic support directed to development of teacher educators’ PDC. Further, “excellence” and effectiveness in teaching and skills development must in today’s information society, incorporate digital competence, not least pedagogical skillfullnes in using various digital tools. However, the practice in mainstream teacher training in most European countries largely still seems to be very different: the use of digital tools for pedagogical purpose and development of PDC lacking systematic national or even institutional approach and/or support, being instead rather haphazard; driven often by single enthusiasts among the staff; with little place to digital skills in curricula, thereby failing the newly qualified teachers’ PDC to meet the reality and needs out in the schools. Consequently, it is clear that all too many teacher educators have serious skills gaps and mismatches in regards what is/could be expected from them in their work to promote 21st Century learning.

NOTELEB will importantly support teacher educators’ lifelong learning in the context of their work with children and youth through continuous professional development. The project objectives are:
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.

The project comprises of the four main activities to reach the goals: (i) designing, implementing, evaluating and validation of a model for development of PDC in teacher education, (ii) building, testing and implementing a pedagogic-digital toolkit, (iii) producing a video and other interactive learning materials (including also smaller videos), and (iv) development and implementation of an online course for PDC development among teacher educators. Related to the implementation and evaluation of the PDC model, a follow-up case will be carried out, each partner institute constituting one case. Major events for disseminating project outcomes are two transnational conferences to be arranged.

The project is planned for three years, 2020-2023. It will be implemented in collaboration between five partners: University of Stavanger, Norway (coordinator), University of Jyvaskyla, Finland, Tallinn University, Estonia, Norwegian University of Science and Technology (NTNU), and Technische Universität Berlin, Germany.

Project Website

https://sites.google.com/view/noteleb/

EU Grant (Eur)

Funding of the project from EU: 343782 Eur

Project Coordinator

UNIVERSITETET I STAVANGER & Country: NO

Project Partners

• JYVASKYLAN YLIOPISTO
• TALLINN UNIVERSITY
• NORGES TEKNISK-NATURVITENSKAPELIGE UNIVERSITET NTNU
• TECHNISCHE UNIVERSITAT BERLIN