Abstract

The study explores the intersection between cyberinfrastructure and models of teacher education and professional development in Singapore. A case study explores how a pre-service and an in-service workshop in a virtual environment support efforts to understand and enlist constructivist pedagogies for classroom learning and to foster continuous teacher learning. The study involves a survey of participants' concerns and perceived challenges in light of prior experiences, to understand potential similarities and differences between current and future teachers. The results indicate complementary experiences between in-service and pre-service participants. Results also indicate the need for further inquiry into using virtual environments to support integrated models of professional development and teacher education.

Citation

Zuiker, S.J. & Ang, D. (2011). Virtual environments and the ongoing work of becoming a Singapore teacher. Internet and Higher Education, 14(1), 34-43. Elsevier Ltd. Retrieved December 7, 2023 from https://www.learntechlib.org/p/53725/.

Keywords

• case studies
• constructivism
• Constructivism (Learning)
• educational games
• Experiential learning
• faculty development
• Foreign Countries
• Inservice Education
• Inservice Teacher Education
• internet
• models
• preservice teacher education
• PRIOR LEARNING
• Professional Continuing Education
• teacher education
• teachers
• Virtual Classrooms
• virtual environments
• Workshops