The use of Open Badges in professional development of teachers is an extension to traditional teacher professional development initiatives. Existing teacher ICT Skills frameworks set a clear baseline for developing skills criteria and professional development goals for teachers globally. At the same time Badges support self-directed learning and micro certification through validation of existing skills.
The objective of this research was to test the badging approach and further examine the triggers that lead to learning / teachers motivation to apply for badges. The research was conducted during a project targeting a group of teachers in Rwanda during the spring of 2020 . The research covered a badge-driven teacher professional development process that focused on skills validation. Quantitative data collection was undertaken through surveys prior, during and after the project. The results show a positive perception of a badge driven professional development programme by the participants.
Pete Stockley and Satu Järvinen will present the results of this research.