Teachers as Connected Professionals: A Model to Support Professional Learning Through Personal Learning Networks

As education becomes increasingly complex, effective continuing professional learning is an important strategy to support teachers in schools. However, current professional development approaches may not meet contemporary teachers’ needs. Seeking to enhance teachers’ professional learning opportunit...

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Veröffentlicht in:	International review of research in open and distance learning 2019-07, Vol.20 (3), p.102-120
Hauptverfasser:	Oddone, Kay, Hughes, Hilary, Lupton, Mandy
Format:	Artikel
Sprache:	eng
Schlagworte:	Access to information Case Studies Collaboration Communities of Practice Connectivism Data Analysis Distance learning Education Educational Resources Elementary School Teachers Faculty Development Informal Education Learning communities Networks Personal learning networks (PLNs) Professional Autonomy Professional Continuing Education Professional development Secondary School Teachers Social Networks Teacher Collaboration Teacher cooperation Teacher improvement Teacher Participation Teachers
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