1 ODL for Developing a Sustainable Teacher Training Environment Nora Lizenberg National Technological University – Argentina Joaquin V. Gonzalez Teacher Training College nlizenberg@gmail.com Abstract This paper presents a model of teacher formation that addresses both trainees in their initial formation and in-service training for expert teachers. The model has a twofold instance: a traditional though technological enriched phase for the trainees under an experiential flipped classroom approach, and an open and distance phase in which they build their own life-long PLE through peer collaboration with their classmates and with graduate teachers who guide them and update themselves with new methodological approaches and technological coaching from the younger ones using a popular digital social network. This model is being implemented for the subject “Multimedia applied to English Language Learning,” an elective subject in the Teacher of English Program at “Instituto Superior del Profesorado Joaquín V. González”, a state Higher Education Institution devoted to teacher training in Buenos Aires, Argentina. The model is being carried out in three stages: an initial stage centred in the trainees attending the aforementioned subject with limited participation of teacher trainers of other subjects, as an enriched scenario. A second stage includes trainees attending other subjects as well as teacher trainers and graduate teachers from the same institution. The third stage will include teacher trainees of several institutions as well as practising teachers nationwide in a mini-MOOC model. Since one of the roles of the institution as Centre of Educational Innovation and Updating is to promote new pedagogical literacies and their relation to technology with the local community and with the rest of the country, the forecasted impact is nationwide through the action of the National Institute of Teacher Training, the ruling organization of all teaching training institutions nationwide. Through the application of this model, several impacts are sought: high impact learning experiences in trainees that would influence their future teaching, long lasting peer collaboration between teachers of different levels of expertise, life-long learning training, technological peer assistance and updating, and sustainable open and distance learning communities of teacher training and updating. This paper starts by situating the model in the Argentinean context. Next, the model is described in each of its phases, including the theoretical rationale for each one. The evaluation for each phase, stage and the whole model is explained. The paper concludes with a projection of its impact and a forecast of its possible implementation in other contexts. Key words Teacher training, ODL, social networks, learning competence.