Designing teacher professional development programs to support a rapid shift to digital
نویسندگان
چکیده
منابع مشابه
Designing on-line communities to enhance teacher professional development
Introduction Despite the interest in fostering new intentional online communities that support learning, online professional development is still a rarity and often not well understood (Barab, 2003). Many on-line communities are emerging in the wake of social networking tools, but how these environments benefit knowledge construction is unclear. In the Web 2.0 era, it seems only natural that th...
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15 صفحه اولBuilding an International On-Line Teacher Community to Support Continuing Professional Development
The following paper describes the initial experience of a major international examination board in setting up and running an email discussion group for teachers of a syllabus taught in more than 80 countries. In it we describe how the group was established, how its members used it, and contrast this with our experience of similar teacher groups in the UK.
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supervisors play an undeniable role in training teachers, before starting their professional experience by preparing them, at the initial years of their teaching by checking their work within the proper framework, and later on during their teaching by assessing their progress. but surprisingly, exploring their attributes, professional demands, and qualifications has remained a neglected theme i...
15 صفحه اولApproaches to Using Video Cases in Teacher Professional Development
Design In The Classroom (DITC) is a teacher professional development program that uses videos and related materials to support middle-school science and tech ed teachers in learning about, implementing and managing design tasks successfully in the complex realm of classroom teaching. Cases are reported of how these interactive multimedia materials were used by teachers in Massachusetts and Geor...
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ژورنال
عنوان ژورنال: Educational Technology Research and Development
سال: 2020
ISSN: 1042-1629,1556-6501
DOI: 10.1007/s11423-020-09863-5