The project will be implemented in four phases of interconnected activities:
Investigating national contexts and identifying the space of intervention.
The first phase entails the investigation of the national contexts in Greece, the Netherlands, Bulgaria and Spain in terms of STEM teachers’ competence development, and the identification of the space for intervention in the 4 EU national contexts. This includes: the exploration of policy envisions and requirements for STEM teachers' competence development: State of affairs in 4 EU countries (IO1); the identification of indicators for evaluating impact of initiatives for STEM teachers’ competence development (IO2); the implementation of 4 workshops in each of the four countries (multiplier events E1, E2, E3,E4) for identifying systemic opportunities and challenges for STEM teachers' competence development in the 4 national contexts (IO3).
Development of the ELITe’s learning in teaching approach.
The second phase entails the development of the ELITe’s learning in teaching approach via e-inquires, an adaptation of inquiry methodology for teachers’ competence development. Taking into consideration insights in terms of national context obtained in the first phase of the project, we will structure digital learning activities for STEM teachers’ competence development. Activities in this phase will lead to the development of sample digital scenarios for STEM teachers' competence development via inquiry methodology (IO4).
Deployment and evaluation of the ELITe’s learning in teaching approach.
The third phase entails the implementation and the evaluation of ELITe’s learning in teaching approach via e-inquires, with the participation of at least 200 in-service secondary STEM teachers from Greece, the Netherlands, Bulgaria and Spain. Activities will last one academic year (in the first semester focusing on general pedagogical issues and in the second semester STEM related issues). Follow-up activities via teachers’ participation in professional learning digital community will also take place in the following semester, allowing evaluation of the impact of the methodology in terms of teachers changing practice. Activities in this phase will lead to the development of a Handbook with guidelines for STEM teachers' inquiry and reflective practice (IO6) and the evaluation and validation report of the ELITe's learning in teaching approach via e-inquiries (IO8).
Translation of evidence for policy and practice.
The fourth phase entails the development of a framework of STEM teachers’ competence development under an IBL approach, for informing curriculum design for STEM secondary teachers’ continuous professional development courses (IO9). The framework will be communicated to policy and policy mediation stakeholders in the course of multiplier events (E5, E6, E7 and E8) under the scope of negotiating tension points in the system for working towards a new model for STEM professional learning. Insights from the events will lead to the development of the negotiated framework for STEM teacher’s competence development and proposed action planning/recommendations to teacher training curriculum stakeholders (IO10).