Online Learning Communities and Teacher Professional by J. Ola Lindberg;Anders D. Olofsson

By J. Ola Lindberg;Anders D. Olofsson

In todays society, the pro improvement of academics is pressing as a result of the consistent switch in operating stipulations and the effect that details and communique applied sciences have in instructing practices. on-line studying groups and instructor specialist improvement: tools for more desirable schooling supply positive factors leading edge functions and recommendations helpful for lecturers in constructing wisdom and abilities for the combination of expertise into daily educating practices. This defining choice of box study discusses how expertise itself can function a huge source when it comes to supplying arenas for pro improvement.

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According to Darling-Hammond (1994) teachers’ professional development is a process of enhancing teachers’ status through increased awareness and an expanding knowledge base. Interpretation of teachers’ professional development as an investigation of their practice is shared by other researchers. Linda Evans claims that in spite of the fact that many people write and talk about teachers’ professional Theoretical Foundations of Teachers’ Professional Development development there are few definitions of what it actually means.

Kvale, S. (1999). Apprenticeship. (In Norweigian). Oslo: AdNotam. Niemi, H. (2002). Active learning- a cultural change needed in teacher education and schools . Teaching and Teacher Education, 18(7), 763–780. 1016/S0742-051X(02)00042-2 Noddings, N. (1992). The challenge to care in schools. New York: Teachers’ College Press. 18 Rogoff, B. (1994). Developing Understanding of the Idea of Communities of Learners. Mind, Culture, and Activity, 1(4), 209–299. , & White, C. (1996).

We need to learn more about the nature and quality of reflection that emerges under different conditions of portfolio use (Zeichner & Liston, 1998). Some countries have developed a progressive career route for teachers as a way of enhancing professional development. An example of this is Scotland, with a Chartered Teachers Certificate (Scottish Executive, 2002). Teachers within schools are invited to work on a portfolio where they document formal and informal devel- 12 opment processes in a professional portfolio.

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