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.
Original language | English (US) |
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Pages (from-to) | 34-43 |
Number of pages | 10 |
Journal | Internet and Higher Education |
Volume | 14 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2011 |
Externally published | Yes |
Keywords
- Constructivism
- Educational games
- Virtual environments
ASJC Scopus subject areas
- Education
- Computer Science Applications
- Computer Networks and Communications