Newsletter March 2022 - European regulation and perspectives for teachers training
Evolution of the teachers’ training initiatives before and during the pandemic lockdown
Before the lockdown
- Before the pandemic, most of the institutions counted with long training programs for teachers (diplomas of several weeks, for example). These programs were designed for training the teachers in different areas (digital tools, pedagogical support, etc.) and are still maintained after the pandemic lockdown. However, any institution create new training programs of this type during the pandemic lockdown. Only short training programs, such as workshops for showing specific tools or training teaching methodologies, were created during this period.
During the pandemic
- During the pandemic lockdown, institutions invested most of their efforts in developing the competencies for teachers’ support, technology for Learning, investment in Competencies “Evidence-based Practices”.
- During the pandemic, all institutions created courses and materials (such as guidelines or video tutorials) for teachers and administrative staff that they facilitated through their online institutional systems. Some of the universities organized these materials in the form of online programs.
- During the pandemic, initiated activities for supporting teachers in the use of digital tools. Examples of these activities are coaching for teachers, personalized support, etc.
After the pandemic
- After the pandemic lockdown, institutions started to use the institutional platforms (i.e., VLE, Simulators, videoconferencing, etc.) in a more systematic way.
- The universities still relate the majority of their initiatives to competencies “Teachers’ support”, “Technology for Learning”, whereas Competencies “Leadership, Culture and Transformation” and “Evidencebased Practices” are still the least supported competencies
Academic Editor: Flavio Canavero
Electronics 2022, 11(3), 413; https://doi.org/10.3390/electronics11030413
Received: 22 December 2021 / Revised: 17 January 2022 / Accepted: 19 January 2022 / Published: 29 January 2022
(This article belongs to the Special Issue The Effects of the COVID-19 Pandemic on the Digital Competence of Educators)
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