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Challenges of Online Teacher Professional Development Communities: A Statewide Case Study in the United States

Challenges of Online Teacher Professional Development Communities: A Statewide Case Study in the United States
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Author(s): Vassiliki I. Zygouris-Coe (University of Central Florida, USA) and Bonnie Swan (University of Central Florida, USA)
Copyright: 2010
Pages: 20
Source title: Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery
Source Author(s)/Editor(s): J. Ola Lindberg (Mid Sweden University, Sweden) and Anders D. Olofsson (Umea University, Sweden)
DOI: 10.4018/978-1-60566-780-5.ch007

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Abstract

With so many educators needing either initial preparation or ongoing professional development to build and sustain expertise in their discipline, online professional development arises as a viable, effective, and timely vehicle for teacher training. Online learning technologies have the potential to transform the professional development of teachers; penetrate cultural, discipline, and other barriers; bring educators together to learn, share successes and challenges; and co-construct and transfer learning. This chapter presents examples of success and challenges associated with a large-scale U.S. statewide online teacher professional development community. It also makes the case for implementing a systematic approach to investigating the effectiveness of online teacher professional development communities through ongoing assessment and responsive evaluation.

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