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 at the University Teacher Training Centres (UTTCs), which are structures of higher education institutions or partnerships of such structures. UTTCs are selected in the context of the Project, through an open tender.

The training of teacher trainers follows the blended learning model, makes use of UTTCs facilities and takes advantage of scientific personnel (faculty members of corresponding specialties and teachers specialised in the area of the pedagogical exploitation of ICT in education) for the purpose of conducting face-to-face meetings and training activities as well as distance learning meetings and asynchronous, distance training activities.

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

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 training programs for teacher trainers are designed to have a duration of about six months, include 350 teaching hours and are organised in 12 “thematic” clusters, each one hosting teachers of the same or similar/related specialty: philology-language, physical sciences, mathematics, informatics, primary education, foreign language learning, arts, physical sciences and health, educational engineers, economy, management and social sciences, land professions, special education.

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