Quality in education and teacher development

Teacher professional development and ICT: an investigation of teachers studying a postgraduate award in ICT in education

“…in-service. In-service in Ireland, up to that point, had been described by several commentators as sporadic and reactive rather than structured and proactive (Sugrue and Ui Thuama 1997;Leonard, 1996;Hyland and Hannafin, 1996;Duffy and Dugdale, 1993). Several different types of inservice provision, have been provided to date in the Irish system., These include cascade models, extended courses, postgraduate courses and whole school planning approaches, with 'short courses' tending to dominate provision (Hyland and Hannifan, 1996).…”

“…(Long sentence -could possibly be broken into two sentences as above?) According to Leonard (1996) these courses have generally a specific aim of providing information to participants in a top-down manner aimed at implementing central decisions. While this type of course is clearly the dominant model of delivery Hyland and Hannafin (1996) note that "dissatisfaction appears to be particularly high in relation to short courses and information type sessions "(p.165) and also highlight the lack of the publication of the evaluation of these type of courses.…”