In the context of this project, 300 new B-Level teacher trainers / educators are being trained, to enrich the current Teacher Trainers Registry and cover the training needs, with regard to the inclusion of new teacher specialties and disciplines, as well as the broader geographical coverage of the B-Level ICT teacher training.

The training of teacher trainers takes place in nine (9) University Teacher Training Centers (UTTCs), which are structures of Higher Education Institutions, with the University of Thessaly being the coordinating institution. UTTCs are selected in the context of the Project, through an open tender.

Table of Universities engaged in the training of the 300 new B-Level teacher trainers / educators in ICT

NoHigher Education Institutions
 1. University of Thessaly (coordinator)
 2.  Aristotle University of Thessaloniki
 3.  National and Kapodistrian University of Athens
 4.  University of Macedonia
 5.  University of Patras
 6.  University of Ioannina
 7.  Democritus University of Thrace
 8.  University of Peloponnese
 9.  School of Pedagogical and Technological Education


The training of teacher trainers has a duration of 380 hours (including a 30hour in-class practice) and takes place in six months following the blended learning model, i.e. a combination of:

  1. face-to-face sessions (generally held on a monthly basis, during six weekends)
  2. synchronous distance sessions (twice a week, through a synchronous distance learning platform) and
  3. asynchronous activities (on a weekly basis and with a duration similar to the synchronous or face-to-face sessions, through the asynchronous distance learning platform and the provision of relevant training material.

The training programs for teacher trainers take place in groups of 10 organised in 12 “thematic” clusters, each one hosting teachers of the same or similar/related specialty.

Table of “thematic” teacher clusters for the training of Teacher Trainers in UTTCs 

ClusterShort NameCluster TitleSpecialties – disciplines of teacher trainers
1st Cluster CLUS.1 Philology Philology-language teachers, theology teachers
2nd Cluster CLUS.2 Physical Sciences Physical sciences (Physicists, Chemists, Biologists, Geologists, Physiologists)
3rd Cluster CLUS.3 Mathematics Mathematicians
4th Cluster CLUS.4 Informatics Teachers of Informatics and other ICT related specialties of technical education
5th Cluster CLUS.5 Primary School Education Primary School Teachers, Kindergarten Teachers
6th Cluster CLUS.6 Foreign Languages French, English, German, Italian, Spanish Language Teachers
7th Cluster CLUS.7 Arts and Music Teachers of Music, Arts and other relevant disciplines of technical education (Graphical Arts, Photography, Decoration, Maintenance of Artwork etc.)
8th Cluster CLUS.8 Physical Education and Health Physical Education and Health related specialties / disciplines of technical education
9th Cluster CLUS.9 Educational Engineering Engineers and in general, Technological specialties / disciplines of technical education
10th Cluster CLUS.10 Economy, Management and Social Sciences Economists, Business Administration Teachers, Accounting, Law – Political Science Teachers, Sociologists, Political Economy Teachers, Teachers of Home Economics etc.
11th Cluster CLUS.11< Professionals working with Land Agronomists, Vegetable and Animal Production teachers, Forestry and other related specialties / disciplines of technical
12th Cluster CLUS.12 Special Education Teachers of Special Education in primary and secondary education


Teacher trainers hold the profile of high-qualified teachers with extended experience in the utilisation of ICT for educational purposes and were selected to participate in training programs in UTTCs, through an open call.

Most of the 300 new teacher trainers come from the new clusters of teacher specialties to meet their training needs, while a smaller number of new trainers comes from the “core” clusters, to address the geographical shortcomings of teacher trainers.

Upon completion of the training process, teacher trainers are able to undertake the training programs of the project according to the foreseen curriculum that concerns the utilisation and application of ICT in the training practice and support the trainees in acquiring the respective skills and knowledge and apply it in the classroom (in-class practice).

The curriculum of the training of teacher trainers consists of:

a) a basic, generic part which addresses all disciplines, that covers the main principles of the pedagogical exploitation of ICT in education (ICT learning theories, key teaching concepts and educational theories, development of educational material etc.), the pedagogical exploitation of the Internet (e.g. theoretical background, educational portals, internet safety issues etc.), adult learning methodology, blended learning methodology, pedagogical exploitation of general purpose tools as well as of Web 2.0 tools and services (blogs, wikis, social networks etc.), the functional characteristics of digital interactive teaching systems (e.g. interactive whiteboards) and their efficient use inside the classroom, general issues of educational software (characteristics, categories, general design principles etc.), the processing of multimedia content, the development of micro-applications, the pedagogical use of Learning Management Systems and asynchronous distance learning, available educational platforms and repositories for collecting and disseminating educational material as well as data for the technical support of school laboratories,

b) a specialised part, which depends on the cluster of teacher specialties and corresponding educational disciplines, which covers teaching theories of cognitive subjects in the specific fields, the learning and pedagogical use of specific software, the implementation and design of educational activities using this software, or other, relevant digital tools, for teaching the specific disciplines, etc.

The teacher training material can be accessed through the corresponding e-learning platform (, which is based on the opensource moodle software, in the form of a separate course for each cluster. Thus, there are 12 ‘courses’ available, one for each cluster of teacher specialties.

The methodology of teacher training includes in-class practice as an organic part of the educational process. In-class practice takes place alongside the training in the University Teacher Training Centres (UTTCs) and may include activities such as: observing and / or conducting teaching at a school using ICT, observing and / or conducting teacher training at a Teacher Training Support Centre (TTSC). This scheme aims at the optimum assimilation of knowledge and skills related to the educational exploitation of ICT on behalf of the trainees through their practical application and by drawing experience from this application in order for the training in the UTTCs to become more effective. 

After successfully completing their training, the teacher trainers are invited to participate in a certification process, for joining the Registry of B-Level ICT Teacher Trainers. Candidates who succeed in certification examinations, which are conducted centrally, are certified to be included in the Registry and to be able to carry out B-Level ICT training programs.