The "Whole Approach": An Investigation of a School-Based Practicum Model of Teacher Professional Development in ICT
Journal of Educational Computing Research Volume 32, Number 4, ISSN 0735-6331
The question of what makes for effective teacher professional development in ICT is an enduring one. In a recent study in Queensland (Australia), we visited 19 rural and regional schools and interviewed teachers, administrators and ICT coordinators to find that a school-based practicum was effective in impacting the practice and beliefs of individual teachers. This article, through reference to our field study findings and briefly describing four of its case studies, concludes that the practicum's success is related to the situative nature of this professional development. The findings of the study have implications for professional development programs aimed at increasing the use and integration of ICT in classrooms.
Lloyd, M. & Mcrobbie, C. (2005). The "Whole Approach": An Investigation of a School-Based Practicum Model of Teacher Professional Development in ICT. Journal of Educational Computing Research, 32(4), 341-351.
Cited ByView References & Citations Map
Margaret Lloyd, Queensland University of Technology, Australia; Peter Albion, University of Southern Queensland, Australia
Journal of Technology and Teacher Education Vol. 17, No. 1 (January 2009) pp. 65–84
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