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Article: Emerging E-Trends and models in teacher education and professional development

TitleEmerging E-Trends and models in teacher education and professional development
Authors
Issue Date2006
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10476210.asp
Citation
Teaching Education, 2006, v. 17 n. 1, p. 75-90 How to Cite?
AbstractWith the advent of the knowledge era, teacher education needs to prepare teachers to face the changing technological contexts and to model pedagogies and tools for better forms of learning. Despite much enthusiasm about the roles of technology in education, its role in transforming teacher learning, in ways aligned with advances in the learning sciences and contemporary socio-cultural perspectives, few changes have occurred. While many teacher educators are turning away from technology after early attempts met with mitigated success, some are pushing the boundaries of teacher education and professional activity systems. This paper identifies and analyzes emerging trends and models in e-learning for teacher education and professional development from the developing research base; both international trends and current developments in the Asia-Pacific region are described. We focus on progressively more sophisticated approaches including: (1) renewal of delivery of information with online repositories and courses; (2) rise of web-supported classrooms; (3) participation in learning networks and communities; and (4) knowledge creation in knowledge-building communities. We propose that technological innovations accompany social and pedagogical changes, and for the betterment of education, teachers need to play key roles as owners and designers of their learning. The potentials and challenges regarding these emerging trends in e-learning and their implications for teacher learning are examined. © 2006 School of Education, University of Queensland.
Persistent Identifierhttp://hdl.handle.net/10722/146659
ISSN
2015 SCImago Journal Rankings: 0.508
References

 

DC FieldValueLanguage
dc.contributor.authorLaferrière, Ten_HK
dc.contributor.authorLamon, Men_HK
dc.contributor.authorChan, CKKen_HK
dc.date.accessioned2012-05-09T03:21:13Z-
dc.date.available2012-05-09T03:21:13Z-
dc.date.issued2006en_HK
dc.identifier.citationTeaching Education, 2006, v. 17 n. 1, p. 75-90en_HK
dc.identifier.issn1047-6210en_HK
dc.identifier.urihttp://hdl.handle.net/10722/146659-
dc.description.abstractWith the advent of the knowledge era, teacher education needs to prepare teachers to face the changing technological contexts and to model pedagogies and tools for better forms of learning. Despite much enthusiasm about the roles of technology in education, its role in transforming teacher learning, in ways aligned with advances in the learning sciences and contemporary socio-cultural perspectives, few changes have occurred. While many teacher educators are turning away from technology after early attempts met with mitigated success, some are pushing the boundaries of teacher education and professional activity systems. This paper identifies and analyzes emerging trends and models in e-learning for teacher education and professional development from the developing research base; both international trends and current developments in the Asia-Pacific region are described. We focus on progressively more sophisticated approaches including: (1) renewal of delivery of information with online repositories and courses; (2) rise of web-supported classrooms; (3) participation in learning networks and communities; and (4) knowledge creation in knowledge-building communities. We propose that technological innovations accompany social and pedagogical changes, and for the betterment of education, teachers need to play key roles as owners and designers of their learning. The potentials and challenges regarding these emerging trends in e-learning and their implications for teacher learning are examined. © 2006 School of Education, University of Queensland.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10476210.aspen_HK
dc.relation.ispartofTeaching Educationen_HK
dc.titleEmerging E-Trends and models in teacher education and professional developmenten_HK
dc.typeArticleen_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/10476210500528087en_HK
dc.identifier.scopuseid_2-s2.0-33644854306en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33644854306&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue1en_HK
dc.identifier.spage75en_HK
dc.identifier.epage90en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLaferrière, T=6507380488en_HK
dc.identifier.scopusauthoridLamon, M=6602617834en_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.citeulike655227-

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