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Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New’ Model

Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New’ Model
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Author(s): Athanassios Jimoyiannis (University of Peloponnese, Greece), Maria Gravani (Open University of Cyprus, Cyprus) and Yiasemina Karagiorgi (Ministry of Education and Culture, Cyprus)
Copyright: 2012
Pages: 21
Source title: Handbook of Research on Practices and Outcomes in Virtual Worlds and Environments
Source Author(s)/Editor(s): Harrison Hao Yang (State University of New York at Oswego, USA) and Steve Chi-Yin Yuen (The Univeristy of Southern Mississippi, USA)
DOI: 10.4018/978-1-60960-762-3.ch017

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Abstract

This chapter acknowledges the increasing impact of eLearning and the associated rise of Virtual Campuses (VCs) for Teacher Professional Development (TPD). On the basis of reported literature, in particular, deficiencies identified in Bell’s (1991) traditional “individual”, “group,” and “school development” approaches, the authors propose an alternative model for TPD delivered through VCs. In support of this “new” model, key issues underlying the VC paradigm in terms of the design and implementation of such environments are further discussed. In particular, the authors argue about the value and complications behind the adoption of this model and suggest principles supporting the design of such type of environments.

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