A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature

IF 0.6 4区 工程技术 Q4 Engineering
R. Williams
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引用次数: 7

Abstract

There is a large body of international research on raising the quality of education, with particular emphasis on CPD to support professional and pedagogical growth. From an educator’s perspective, there is widespread agreement that effective CPD is an important component of educational success. Therefore, it is unsurprising that research interest in this area has grown, particularly in light of the digital agenda. In a TEL context, educators report one of the main barriers to effective use is the lack of training in this area. This review of literature will examine some of the key ideas that form successful TEL CPD delivery, more specifically with relation to transformative models of CPD. Likewise, the section attempts to understand the context in which educators are operating and make sense of the challenges that relate to continuing professional development (CPD). In order to fully explore this phenomenon, personal development (PD) frameworks are explored, with a specific focus on Aileen Kennedy’s (2005) 9 typologies.
技术强化学习文献持续专业发展的系统回顾
国际上有大量关于提高教育质量的研究,特别强调持续专业进修,以支持专业和教学的发展。从教育工作者的角度来看,人们普遍认为有效的CPD是教育成功的重要组成部分。因此,对这一领域的研究兴趣有所增长,尤其是在数字化议程的背景下,也就不足为奇了。在电话教学方面,教育工作者报告说,有效利用电话教学的主要障碍之一是缺乏这方面的培训。这篇文献综述将探讨一些形成成功的TEL CPD交付的关键思想,更具体地说,是与CPD的变革模型有关。同样,该部分试图理解教育工作者的工作环境,并理解与持续专业发展(CPD)相关的挑战。为了充分探索这一现象,本文对个人发展(PD)框架进行了探讨,并特别关注艾琳·肯尼迪(2005)的9种类型。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Nuclear Engineering International
Nuclear Engineering International 工程技术-核科学技术
自引率
0.00%
发文量
0
审稿时长
6-12 weeks
期刊介绍: Information not localized
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