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. © 2011 Springer-Verlag.
CITATION STYLE
Tammets, K., Pata, K., Laanpere, M., Tomberg, V., Gašević, D., & Siadaty, M. (2011). Designing the competence-driven teacher accreditation. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 7048 LNCS, pp. 132–141). https://doi.org/10.1007/978-3-642-25813-8_14
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