University of Alcalá (SPAIN)
About this paper:
Appears in: ICERI2012 Proceedings
Publication year: 2012
Pages: 4904-4912
ISBN: 978-84-616-0763-1
ISSN: 2340-1095
Conference name: 5th International Conference of Education, Research and Innovation
Dates: 19-21 November, 2012
Location: Madrid, Spain
The contribution is based on the evaluation of one of the most relevant outcomes of the European project ‘intTT: An INTegral Teacher Training for Developing Digital and Communicative Competences and Subject Content Learning at Schools’ as we consider that assessment will ensure the quality of intTT project.

In this project, a team of six universities are involved: the University of Alcalá (Spain), project coordinator, Helsinki University (Finland), Lisbon University (Portugal), Comenius University of Bratislava (Slovakia), Karadeniz Technical University (Turkey), and the University of Leicester (United Kingdom). The basic aim of this project is to train student teachers through a methodology that fosters pupils’ subject content knowledge, digital and communicative competences, providing an integral teacher training based on the fusion of both competences with content learning.

Didactic materials have been prepared according to the designed project methodology. For elaborating these materials we have worked with student teachers, mentors and pupils in every country in order to evaluate and validate the development of these materials.

These materials consist of six CDs (one per partner). The CDs include two modules one module in mother tongue, and the other in English to allow for transference across cultures. Both modules contain didactic activities for primary and secondary pupils and didactic suggestions and recommendations for student teachers trying to help school teachers and student teachers in the development of the activities.

This evaluation analyses the suitability of the methodology, the implementation of didactic materials at schools and whether it is possible to transfer this methodology and didactic activities to other subjects or other academic levels. The implementation and exploitation of didactic materials have been carried out at schools by student teachers supervised by mentors and university tutors. Two implementation seminars have been held: one with student teachers and another with pupils, teachers and mentors. Once the master CD implementation at schools has been finished, questionnaires have been filled by student teachers, mentors and teachers to evaluate the master CD.

In this paper we present the model of the evaluation, the results obtained and a comparative analysis among the different partners taking part in the project.
Evaluation, communicative competence, digital competence, subject-content.