The four I-model for scaffolding the professional development of experienced teachers in the use of virtual learning environments for classroom teaching.

    Research output: Contribution to journalArticle

    Abstract

    Models of professional development for teachers have been criticized for not being embedded in the context in which teachers are familiar, namely their own classrooms. This paper discusses an adapted-Continuous Practice Improvement model, which qualitative findings indicate was effective in facilitating the transfer of creative and innovative teaching approaches from the expert or Resident Teacher’s school to the novice or Visiting Teachers’ classrooms over the duration of the project. The cultural shift needed to embed and extend the use of online teaching across the school was achieved through the positive support and commitment of the principals in the Visiting Teachers’ schools, combined with the success of the professional development activities offered by the Visiting Teachers to their school-based colleagues.
    Original languageEnglish
    Pages (from-to)80-97
    JournalContemporary Issues in Technology and Teacher Education
    Volume13
    Issue number1
    Publication statusPublished - Jan 2013

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