.project structure
Work package 1: project management
Leader: University of Leuven (KU Leuven)
Assistant: Studienseminar für Gymnasien in Marburg (Mar)
Monitors: University of Applied Sciences UC Leuven (UCLL) & University of Montenegro (UoM)
Monitoring of quality and progress
• Online Meetings
• One-site Meetings
• Establishment and follow-up of preview panel
• Elaboration and follow-up of managerial procedures
• Elaboration and follow-up of financial monitoring
Guarantee of proper budget control and time management
• Equal budget for each work package and for each activity
• Detailed timeline is worked out to limit potential delays
• Assistance of the project coordinator and partners with administrative and financial follow-up and reporting from the financial department of KU Leuven
• Monthly online meetings to check budget spending and time management and comparing the actual status with the target status
Plans for handling risks for project implementation
• Elaboration of a detailed timetable for a clear overview of project activities over time
• The Teams channel functions as the meeting space for the monthly online meetings
• Installation of back-ups to making sure that always more than one partner will be involved in each project output
• Monitoring of the the project implementation and possible re-assignment of the budgets
Ensuring the accessibility and inclusiveness of activities
• Project follows Universal Design principles
• Adoption of the creative commons license 'BY-NC-SA', which enables re-users to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes
• Conduction of Accessibility assessments to identify the barriers that may hinder participation for individuals with disabilities.
• Collecting feedback to to inform iterative improvements
• All partners using inclusive language and communication strategies that consider diverse cultural, linguistic, and literacy backgrounds
• Representation of diversity, inclusive, non-discrimination, non-violence principles
Incorporation of of digital tools and learning methods
• Most meetings take place online in a dedicated TEAMS environment: the TE_REG TEAMS, hosted by KU Leuven
• TE_REG TEAMS-environment is used for cooperation on working documents, transparent communication, and a clear overview of all documents.
• Lanching of a website and Integration of diverse types of social media platforms are used to reach a diverse group of people
• WhatsApp ensures short lines of communication
Incorporation of green practices
• Only three face-to-face meetings
• Hybrid program during the TE_REG Hybrid European Week of TE in GenAI Times
• All materials will be available and shared online
• All partners are members of the ASPnet (The UNESCO Associated Schools Network)
• Environmental impacts are assessed to minimize environmental footprint
• All institutes have their own sustainable development policy
Encourage participation and civic engagement
• Launching of a shared website for following activities and consult of the project
• Website will be easily accessible and shared on the social media platforms of each partner
• Sharing of messages with the progress that has been made, outcomes that can be shared, advertisement for the online conference week etc.
• A pro-active involvement of all partners and stakeholders
• The TE_REG project builds on the 2022-2030 UNESCO ASPnet Strategy "Building peaceful and sustainable futures through transformative education”, consistent with UNESCO’s Charter and UNESCO’s Medium-Term Strategy (2022-2029)
• (2022-2025) ASPnet is expected to “continue to engage school communities with the destination to to strengthen transformative education for global citizenship and sustainable development.
• This `Joint invitation’ puts forward a shared vision, mission and commitment to work towards strengthening SDG4-targets 4.c and 4.7 in TE and invites other TEIs to join. All TE_REG partners are committed to this strategy and have accepted the invitation to form a global community
Work package 2: Teacher Education in GenAI times:
Leader: University of Montenegro (UoM) & University of Helsinki (UoH)
Assistant: University of Helsinki (UoH) & University of Montenegro (UoM)
Monitors: Centro de Formação Dr. Rui Grácio - Agrupamento de Escolas Júlio Dantas (CFRG-AEJD) & Studienseminar für Gymnasien in Marburg
Objectives of this work package
• Provides the conceptual foundation for the TE_REG project
• Contextualized and comprehensive understanding of (a) the impact of GenAI – as external TE challenge – and (b) competence-based teacher standards – as internal challenge
• Reviewing existing literature and local experiences, to insight is gained into how GenAI affects teaching and learning
practices. The synthesis helps to identify possible implications of GenAI for TE
• Deeper understanding of the connected challenges and shortcomings, as a conceptual starting point for exploring more integrative conceptualizations of the teaching profession
• Insights from both external (GenAI) and internal (competency-based TE) challenges are to propose a forward-looking view on teaching and TE
Main results
Two ‘exploratory reports’ (incl. research report on regional level by every partner):
• One on regional, European, global literature / experience with respect to impact of GenAI on (a) learning and (b)
teaching
• One on regional, European, global literature / experience with respect to competency-based TE
• Two ‘integrated reports’ (incl. research report on regional level by every partner)
• One on implications of GenAI for TE
• One on an integrated conceptualization of the teaching profession and its consequences for TE
• One ‘Manifesto’: TE Regenerated. An integrating view on TE in GenAI times
Qualitative and quantitative indicators
(a) Number of products delivered:
• 24 regional research reports*
• 6 on the regional practices and impact of GenAI on learning and teaching (exploratory)
• 6 on the integration of GenAI in TE
• 6 on the regional practices and impact of competency-based TE (exploratory)
• 6 on the integrative perspective on the teaching profession and TE (* KU Leuven will focus on secondary education and UCLL will focus on primary education)
• 2 exploratory reports
• 2 integrated reports
• 1 Manifesto
(b) Quantitative criteria for the products:
• Research reports
• Exploratory reports
• Integrated reports
• Manifesto
(c) Quantitative criteria for data gathering:
• Focus groups: min. 4 respondents/group
QUALITATIVE INDICATORS
(a) During the monthly meetings, progress for each of the ongoing activities is discussed by all project partners
(b) Interim consultations are organized with the review panel, so that adjustments are possible. All products will be presented to the review panel for substantive and formal feedback before finalization
(c) Research reports are written as articles, that could be published in at least a popular/regional educational magazine or website
(d) Exploratory and integrated reports are written as papers that could be presented at regional or European educational conferences
(e) The Manifesto contains an engaging message and offers principles for curriculum reform
Tasks and responsibilities of each partner
Essential WP as it lays the conceptual but context-related foundation for all consecutive initiatives and activities
The following elements need to be considered:
(a) For each activity in the work package an analysis was made of the number of workings days that would be required to
execute the task
(b) Based on that analysis, the next step was to specify the number of workings days to be invested by colleagues immediately related to the project
(c) it was agreed not to differentiate between different countries / salary contexts
Activities
2.1 Exploring and documenting implications of GenAI on teaching and learning (external challenge)
2.2 Analysis of trends, challenges and opportunities for TE associated with the integration of GenAI in educational settings
2.3 Exploring and documenting implications of competencybased teacher standards on TE (internal challenge)
2.4 Establishing an integrative perspective on the teaching profession and TE
2.5 Converting insights and perspectives into challenges, principles for integrated, GenAI sensitive TE curricula
Description and expected benefits of the activities
2.1 Implications of GenAI on teaching and learning
(a) Data gathering
(b) Research report (each partner)
(c) Exploratory report (WPL)
2.2 Trends, challenges and opportunities for TE associated with the integration of GenAI in educational settings.
(a) Data gathering
(b) Research report (each partner)
(c) Integrated report (WPL)
2.3 Implications of competency-based teacher standards on TE
(a) Data gathering
(b) Research report (each partner)
(c) Exploratory report (WPL)
2.4 Integrative perspective on the teaching profession and TE
(a) Data gathering
(b) Research report (each partner)
(c) Integrated report (WPL)
2.5 TE_REG Manifesto (specifying challenges, principles of a TE that addresses the challenges of fragmentation (internal) and GenAI (external)
Expected benefits of the activities
2.1 The in-depth exploratory report on the impact of GenAI on learning and teaching help to us understand the broader context and implications of GenAI within education
2.2 The integrated report on the implications of GenAI for TE – provides a comprehensive understanding of the challenges, opportunities, and emerging trends, guiding the development of GenAI-sensitive curricula tailored to address specific needs and challenges in teacher preparation for navigating the impact of GenAI on learning and teaching.
2.3 An in-depth exploratory report on the long-standing impact of competency-based practices on TE will enable us to identify the challenges and limitations of current approaches. Understanding these issues enables the development of a more integrative perspective on the teaching profession and TE.
2.4 The integrated report on a truly and fully integrative perspective on the teaching profession and TE functions as an intellectual starting point for the conceptualization and development of TE curricula that do justice to the integrated nature of teaching
2.5 The TE_REG Manifesto serves as a dynamic and forward-thinking document that synthesizes insights on the impact of GenAI on TE, as well as more integrative perspectives on the teaching profession and TE. It entails principles for curriculum reform and more integrative GenAI-sensitive TE practices.
Expected results of the activities
On GenAI, learning, teaching, and TE:
• 1 exploratory report on regional, European, global literature / experience with respect to impact of GenAI on
(a) learning and (b) teaching, including 6 regional research reports
• 1 integrated report on implications of GenAI for TE, including 6 regional research reports
On competency-based teacher standards, TE and the teaching profession:
• 1 exploratory report on regional, European, global literature / experience with respect to competency-based TE, including 6 regional research reports
• 1 integrated report on an integrated conceptualization of the teaching profession and its consequences for TE, including 6
regional research reports
On future perspectives and principles for integrated GenAI sensitive TE curriculum development:
• 1 Manifesto: ‘TE Regenerated. An integrating view on TE in GenAI times.’
Work package 3: Developing networked, context-specific, GenAI-sensitive pilots for teacher education
Leader: Centro de Formação Dr. Rui Grácio - Agrupamento de Escolas Júlio Dantas (CFRG-AEJD)
Assistant: University of Applied Sciences UC Leuven (UCLL)
Monitors: KU Leuven & University of Helsinki (UoH)
Specific objectives
Elaborating and validating curricula that may regenerate TE
Address the internal challenge of fragmentation and the external challenge of GenAI
Three major specific objectives:
• Contextualize the Manifesto by specifying what the Manifesto means for the TE at hand
• Elaboration of curricula (programs, courses)
• Validation with relevant stakeholders and consecutive revision of the elaborated curriculum
Main results
(a) A context-specific translation of the TE_REG Manifesto developed in WP2
(b) An analysis between what is aimed at on the one hand and the current situation on the other. Based on that analysis changes to the curriculum can be proposed
(c) A curriculum plan that is validated and accepted by major stakeholders
Qualitative and quantitative indicators
For 3.1:
• Each partner offers a document, containing a contextualized version of the Manifesto (outcome of WP2)
• an integrated document with an introduction that describes the aims and methodologies used to contextualize the Manifestoand a discussion in which the nature of the contextualizations is presented
For 3.2:
Each partner offers document containing
• Description of methods and persons involved in the analysis of current situation
• Description of envisaged curricular changes at program and course level
• The WP leader provides an integrated document that describes the aims and
methodologies used to elaborate the curricula
For 3.3:
• Each partner offers a context-specific validation document specifying the validation methodology
• Each partner offers revised curriculum plans
• The WP leader provides an integrated document (min. 10 pages) that makes the efforts and insights transferable and
applicable
Tasks and responsibilities of each partner organisation
All partners
For 3.1: Each partner offers contextualized version of the Manifesto (outcome of WP2) as well as a description of the approach adopted in the contextualization
For 3.2: Each partner offers document containing
• Description of methods and persons
• Description of curricular changes at program and course level
For 3.3: Each partner offers a context-specific validation document specifying the validation methodology
WP leader
For 3.1: The WP leader provides an integrated document that describes the aims and
methodologies used to contextualize the Manifesto
For 3.2: The WP leader provides an integrated document that describes the aims and
methodologies used to elaborate the curricula
For 3.3: The WP leader provides an integrated document
How you define the amount dedicated to the work package
It makes the conceptual work in WP2 operational in different settings while at the same time ensuring ample opportunities for broader transfer of the outcomes
The following elements need to be considered:
(a) For each activity in the work package an analysis was made of the number of workings days
(b) Based on that analysis, the next step was to specify the number of workings days to be invested by colleagues
immediately related to the project
(c) Furthermore and with respect to calculating the to be allocated budget, it was agreed not to differentiate between
different countries / salary contexts
(d) For this work package only personnel costs are considered implying that also here all partner institutions are willing to substantially
Activities
3.1 Contextualization of the Manifesto of WP2
3.2 Analysis of selected curricula based on the outcomes of 3.1 and elaboration of curriculum proposals
3.3 Validation of curriculum proposals from different perspectives. Educational managers, teacher educators, TE students, schools
Description of the activities
Act. 3.1: A context-specific translation of the TE_REG Manifesto
Act. 3.2: The context-specific conceptualizations give rise to an analysis between what is aimed for and what is the current situation
Act. 3.3: The proposal is elaborated by a dedicated group by looking at the issue from various perspectives
Describe the expected results
There are three main results:
(a) A context-specific translation of the TE_REG Manifesto developed in WP2
• 6 contextualized versions of the TE_REG Manifesto
• 1 integrated document with an introduction that describes the aims and methodologies used to
contextualize the Manifesto and a discussion in which the nature of the contextualizations is presented and put in
perspective.
(b) The conceptualizations give rise to an analysis between what is aimed at on the one hand and the current situation on the other. The tangible results are the following:
• 6 context-specific curriculum proposals
• 1 integrated document that describes the aims and methodologies used to elaborate the curricula and a discussion in which the nature of the elaborated curricula is presented and put in perspective
(c) A curriculum plan that is validated and accepted by major stakeholders. The results are the following:
• 6 context-specific validation documents specifying the validation methodology
• 6 context-specific revised curricula, broadly accepted and ready to be implemented
• 1 integrated document that makes the efforts and insights with respect to addressing the internal challenge of fragmentation and the external challenge of GenAI, transferable and applicable
Expected number and profile of participants
• Teacher educators and student teachers will be involved
For the validation of the curricula:
• 12 (6x2) deans/directors/coordinators of TE institutions
• 30 (6x5) teacher educators
• 10 (6x2) educational managers (administrative aspects of curriculum change
• 60 (6x10) TE students / TE participants
• 30 (6x5) representatives of public/private schools (primary/secondary education)
Work package 4: Theory, research, and practice-based tool(s) for education
Leader: University of Applied Sciences UC Leuven (UCLL)
Assistant: Centro de Formação Dr. Rui Grácio - Agrupamento de Escolas Júlio Dantas (CFRG-AEJD)
Monitors: University of Montenegro (UoM) & Studienseminar für Gymnasien in Marburg (Mar)
Specific objectives of this workpage
• Develop a tool to help TE programmes to thoroughly rethink their curricula to rethink competency-oriented approach (intrinsic reason)
The specific objectives:
(a) To develop a theory-, research- and practice-based tool that functions as a discretionary, straightforward design tool for education policy makers and curriculum developers for rethinking teaching practices and TE curricula
(b) To collect at least three cases by each partner of practices based on the use of (an earlier) version of the tool. The cases will function as concrete clarifications of the tool.
Main results
• Develop a tool to help TE programmes to thoroughly rethink their curricula to rethink competency-oriented approach (intrinsic reason)
The specific objectives:
(a) To develop a theory-, research- and practice-based tool that functions as a discretionary, straightforward design tool for education policy makers and curriculum developers for rethinking teaching practices and TE curricula
(b) To collect at least three cases by each partner of practices based on the use of (an earlier) version of the tool. The cases will function as concrete clarifications of the tool.
Qualitative and quantitative indicators
Quantitative indicators are:
• The existence of the tool
• The existence of the booklet with cases
• The existence of the overall report on the experienced value of the tool
Qualitative indicators are:
• The ease of use of the tool, assessed with the feedback reports of its users.
• The reported impact of the use of the tool on the thinking processes in the teacher training programmes, assessed with the
feedback reports of the users of the tool.
• The clarity of the descriptions of the cases, assessed with feedback of the other partners during the meetings with the
project team.
Amount dedicated to the work package
• Operationalisation of the conceptual work in WP2 as to make it transferable to a variety of settings
• It focuses on providing heuristic reasoning processes that are grounded and flexible
• The elaboration requires ample testing with different target groups
The following elements need to be considered:
(a) For each activity an analysis was made of the number of workings days that would be required to execute the task
(b) Based on that analysis, the next step was to specify the number of workings days to be invested by colleagues
immediately related to the project.
The elaboration of the tool requires multiple revision cycles with very different stakeholders
(c) it was agreed not to differentiate between different countries
Activities
Act. 4.1 Development of first version TE_REG tool (prototype)
Act. 4.2 Use prototype version of the TE_REG tool and monitoring the use
Act. 4.3 Development of contextualized second version of the TE_REG tool
Act. 4.4 Use of second & following version of the TE_REG tool, including monitoring
Act. 4.5 Development of the final version of the TE_REG tool & publication
Content of the proposed activities
Act. 4.1: Development of a first version of the tool
Act. 4.2: Use of the first version of the tool
Act. 4.3: Development of a second version of the tool
Act. 4.4: Use of the second version of the tool
Act. 4.5: Development of the final version of the tool
Final version and the booklet will be presented during the ‘TE_REG Hybrid European Week
Reaching of the WP objectives
• The tool will be developed in three stages: a first version (prototype version), a second version (contextualized versions) and final version towards the end of the project
• The first version and second version will be used by each project partner to collect examples
• The feedback reports of these examples and the overall report will help to develop and assess whether the tool is straightforward to use and inspirational
In activities 3.1 to 3.3 the foundations for curriculum innovation are laid through
contextualizing the WP2 Manifesto
The WP3 activities drive the iterative development and refinement of the TE_REG tool (WP4), which functions as a practical instrument for implementing and monitoring the proposed curriculum enhancements
Analysis of selected curricula in Activity 3.2 informs the refinement of the TE_REG tool in Act. 4.5
Expected results
1) The final version of the TE_REG tool
2) The booklet with a collection of 18 cases
3) The overall report of the experienced value of the tool.
In addition, the activities will lead to discussions and changes in the participating TE programmes. This is aimed to lead to better prepared teachers for challenges for the current and future school context
Work package 5: Internal and external communication
Leader: Studienseminar für Gymnasien in Marburg
Assistant: KU Leuven
Monitors: University of Helsinki (UoH) & Centro de Formação Dr. Rui Grácio - Agrupamento de Escolas Júlio Dantas (CFRG-AEJD)
Specific objectives of this workpage
(1) Maximisation of impact on our target groups and to contribute to sustainable changes in TE curricula across Europe
(2) Increase the visibility of the project to the wider community inside and outside the partner countries, reaching policymakers, decision-makers, educational organizations, and other relevant institutions
(3) engage stakeholders in rethinking (teacher) education towards a (more) integrating view on TE in GenAI times
(4) Our dissemination activities aim to promote collaboration between project partners and others to create networks, share expertise and create greater impact.
(5) Ensure the project's long-term impact is sustainable.
As such, these specific objectives are directly related to general project objective 5: disseminate the conceptualizations and
products widely in the TE communities worldwide
Main results
(a) Improved awareness, interest, and knowledge of participants on the two challenges: fragmentation and GenAI in TE, directly stemming from three on-site dissemination activities and the concluding ‘TE_REG Hybrid European Week of TE in GenAI times’
(b) Cooperation and professionalization of min. 300 direct project participants on the topics of integrative based TE in the context of AI and Professionalization and awareness
(c) Pro-active online visibility of the project on social media, on the project website and in a half-yearly project newsletter,
leading to a wide spread of project results and enhanced networking and collaboration opportunities. Yearly progress report on the UNESCO ASPnet website (https://t.ly/-TYZL) and on the UNESCO website of each participating country
(d) Sharing of results with large groups of stakeholders
(e) Adoption of project results (revised curricula, use of the tool) by partner institutions and other institutions in partner
countries, with a special focus on the TE Institutes of UNESCO ASPnet
Qualitative and quantitative indicators
Quantitative:
Attendance by on average min. 20 teacher educators, min. 5 educational administrators and min. 25 (student) teachers for all 3 dissemination activities (= min. 150 participants)
Qualitative:
• positive feedback
• One hybrid European TE_REG week, with distributed context-specific activities and international exchange
Quantitative:
• in every country average presence of min. 10 teacher educators and min. 10 (student) teachers
• Online average presence of min. 25 teacher educators and 25 (student) (= min. 170 participants)
Quantitative:
• positive feedback
• Pro-active online presence: messages on social media (number of followers and reactions), quarterly newsletter
distributed to at least 150 teacher educators , website with monthly updates
• Open availability and pro-active distribution of all reports: Distribution list of at least 150 teacher educators (GDPR-proof),
• one conference paper by each partner, at least one (popular) scientific article
• ASPnet international coordination unit at UNESCO
• HQ in Paris has expressed its support for the TE_REG project proposal and is willing to use its global communication channels
Tasks and responsibilities
• Design of a dissemination plan and presentation for TE_REG consortium on one of the first meetings
• discussion with the partners and finalization it based on partners’ feedback; management publication plan
• Follow up throughout the project; assistance of partners in local/regional dissemination activities
•assistance local organizers in organizing the on-site dissemination activities, host accounts on social media
• Creation and distribution of TE_REG newsletters; creation and maintenance of the TE_REG website
• Organization of ‘TE_REG Hybrid European Week of TE in GenAI times’.
• Quantitative and qualitative evaluation (incl. conclusions and lessons-learned) of dissemination activities
Tasks of all partners:
• Discuss dissemination plan, follow dissemination plan throughout the project
• Assist in organization TE_REG week
• UoH, UoM and CFRG-AEJD organize on-site dissemination activities together with WP leader
• Conduct local dissemination activities, evaluate local dissemination initiatives, deliver input for social media, newsletter and website
• Produce at least one scientific article and at least one conference presentation, represent the TE_REG project in meetings, conferences etc
Amount dedicated to the work package
(a) For each activity in the WP an analysis was made of the number of days required to execute the task
(b) Based on that analysis, the next step specified the number of workings days
(c) it was agreed not to differentiate between different countries
Activities
Act. 5.1. a First on-site dissemination activities, linked to face-to-face consortium meetings
Act. 5.1.b Second on-site dissemination activities, linked to face-to-face consortium meetings
Act. 5.1.c Second on-site dissemination activities, linked to face-to-face consortium meetings
Act. 5.2 ‘TE_REG Hybrid European Week of TE in GenAI times’
Act. 5.3 Online communication
Act. 5.4 Distribution of project reports
Content of the proposed activities
Act. 5.1: Three full-day dissemination events are organized
Act. 5.2: The conclusion and highlight of the project is the 'TE_REG Hybrid European Week of TE in GenAI Times' in all
partner countries with partly (digitally) network events, training courses, lectures, presentations and panel discussions
Act. 5.3: Online communication: social media accounts and project outcomes on our website
Act. 5.4: Distribution of project reports
How these activities reach the WP objectives
Act. 5.1 contributes to objectives (2) and (4) by providing opportunities for partners to disseminate project findings, progress, and goals during face-to-face meetings
Act. 5.2 addresses objectives (2) and (3) by organizing a large-scale event that increases visibility, including policymakers, decision-makers, and educational organizations (objective 2)
• engaging stakeholders in discussions about rethinking TE in GenAI times, it directly contributes to raising awareness and stimulating dialogue towards a more integrated view on TE (objective 3)
Act. 5.3 supports objectives (2), (3), and (4) by utilizing online platforms to disseminate project information, findings, and
resources, thereby increasing project visibility (objective 2)
• It also facilitates ongoing engagement with stakeholders (objective 3). Furthermore, online communication can foster networking and knowledge sharing among project partners and other organizations, enhancing impact and sustainability (objective 4)
Act. 5.4 contributes to objectives (2), (4), and (5) by disseminating project reports to stakeholders. Distributing projectreports increases visibility by providing tangible evidence of project activities and outcomes (objective 2). Moreover, it promotes collaboration by sharing project findings and expertise with other projects, organizations, and institutions
(objective 4). Additionally, by ensuring that project reports are widely accessible, the activity supports sustainability by
enabling the long-term impact of the project through continued reference and utilization of project findings (objective 5).
Results of the activities
Act. 5.1: Enhanced collaboration and understanding among partners; actionable insights to maximize project impact; strengthened relationships within the consortium
Act. 5.2: Increase project visibility and foster engagement from diverse stakeholders; generate innovative strategies and partnerships for integrating GenAI into TE
Act. 5.3: Enhanced reach and engagement through various online channels; facilitate dialogue, increase project visibility
.
Act. 5.4: Comprehensive project reports will be widely disseminated among stakeholders; they will serve as invaluable resources for informing policy decisions, curriculum development, and professional practices in TE