This professional development model combines those aspects of the various conventional models that have been proved effective in practice. In fact, the model aims to support several development forms, including initial and in-service supplementary training, individual (course-based) learning, group learning, developmental approaches, e-learning practices, activity-based practices as well as communities of learning.
Published in Chapter:
Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New’ Model
Athanassios Jimoyiannis (University of Peloponnese, Greece), Maria Gravani (Open University of Cyprus, Cyprus), and Yiasemina Karagiorgi (Ministry of Education and Culture, Cyprus)
Copyright: © 2012
|Pages: 21
DOI: 10.4018/978-1-60960-762-3.ch017
Abstract
This chapter acknowledges the increasing impact of eLearning and the associated rise of Virtual Campuses (VCs) for Teacher Professional Development (TPD). On the basis of reported literature, in particular, deficiencies identified in Bell’s (1991) traditional “individual”, “group,” and “school development” approaches, the authors propose an alternative model for TPD delivered through VCs. In support of this “new” model, key issues underlying the VC paradigm in terms of the design and implementation of such environments are further discussed. In particular, the authors argue about the value and complications behind the adoption of this model and suggest principles supporting the design of such type of environments.