Building Online Communities for Teacher Educators
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Headley, S., Hockett, E. & McKay, S. (2005). Building Online Communities for Teacher Educators. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 2235-2239). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19405.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
Strengthening the working relationships among professional education faculty and between university personnel and cooperating teachers in the field are worthy goals. Time and distance, as well as busy workloads make ongoing interaction challenging for all. The purpose of this paper is to describe the start-up of two online community centers for teacher educators. One of these communities is intended to serve the needs of university faculty and administrators, field supervisors and cooperating teachers involved with mentoring student teachers in a School of Education's initial teacher license programs. The other community serves to support teacher educators at member institutions of the Council for Christian Colleges and Universities, an international higher education association of intentionally Christian colleges and universities. Rationale for the development of these online communities is provided, as well as a description and functions of each.
- How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
- Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
- Perspectives on Blended Learning in Higher Education
- Transforming teacher practice through blended professional development: Lessons learned from three initiatives
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Strategic Blending: A Conceptual Framework to Improve Learning and Performance
- Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
- Connecting Theory to Practice – Using technology to support situated learning in vocational education
- Finding a Balance in Dimensions of Blended Learning
- Researching Online Communities of Inquiry: New CoI Survey Instrument
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