Telecommunications in Teacher Education: reflections on the first Virtual Team Case Competition

Kent, Todd; Herbert, Joanne M.; McNergney, Robert F.

doi:10.1080/0962029950040203

Cited by 9 publications

(4 citation statements)

References 2 publications

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“…Bonamy & Hauglusaine-Charlier (1995), for example, discuss the idea that professional knowledge can be created and assimilated through on-line exchange of, and reflection on, practical and contextualised examples, and several authors review the use of on-line discussion in the specific field of teacher development (see, for example, Scrimshaw, 1997;Muscella & Di Mauro, 1995;Kent et al, 1995;Davis, 1997;Selinger, 1996;Tsui, 1995).…”

Section: Introductionmentioning

confidence: 99%

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

Hammond

1998

Journal of Information Technology for Teacher Education

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This article explores the growing interest in the use of asynchronous text-based discussion to support the professional development of teachers and other occupational groups. It describes a post-degree course in which teachers, lecturers and librarians at local schools and colleges used on-line forums to share and reflect on their professional knowledge. The particular focus of the article is on the experiences of forum participants and the opportunities which on-line discussion provides for their professional learning. The discussion in the article is developed around an extract from a forum and focuses on the initiating of on-line discussion, what participants might learn by taking part, and the style of contributions. The article suggests that electronic forums have huge potential for developing professional knowledge in that participants have opportunities to articulate ideas, have access to other information and other viewpoints and can seek clarification from colleagues. However, the process of discussion is not straightforward. Participation cannot be easily structured, contributors may prefer different styles of messages and text-based communication may not be appropriate for some kinds of discussion. On-line discussion is then valuable and complex.

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Section: Introductionmentioning

confidence: 99%

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

Hammond

1998

Journal of Information Technology for Teacher Education

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“…This strategy has proven effective within previous team case events, where case scenarios provided rare opportunities for professional collaboration on solving reaMife problems (Kent, Herbert, & McNergney, 1995). This strategy has proven effective within previous team case events, where case scenarios provided rare opportunities for professional collaboration on solving reaMife problems (Kent, Herbert, & McNergney, 1995).…”

Section: Learning About Instructional Design Through Case Methodsmentioning

confidence: 97%

An instructional design case event: Exploring issues in professional practice

Kinzie

Hrabe

Larsen

1998

ETR&D

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Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use Of lD cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.

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“…A pertinent question for this article would thus become whether school teachers in Bhutan have alternative employment opportunities. Connected to pay, workload is seen as negatively related to QWL, as heavy workloads cause job burnout (Cordes & Dougherty, 1993) and job change intentions (Houkes et al, 2003), impelling teachers to leave the profession (Kent et al, 1995). Sargent and Hannum (2005) found in rural schools in China that teachers with greater workloads were less satisfied with teaching.…”

Section: The Qwl Concept and Its Implications On Happiness And Well-bmentioning

confidence: 99%

School Teachers in Rural Bhutan: Quality of Work Life, Well-Being and the Risks of Resignation

Dorji

Sirasoonthorn

Anusaksathien

2019

South Asia Research

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In Bhutan, recent increases in annual teacher attrition rates, particularly in rural areas, pose significant challenges for the government and concerned agencies in terms of retaining qualified teachers and reducing teacher attrition rates and turnover. This article, partly based on a field study exploring the quality of work life (QWL) and well-being of school teachers in rural Bhutan, explores the possible reasons why such teachers might seek to resign. Using mixed methodology, the study reveals poor QWL and well-being of teachers, caused by a variety of factors. In view of such findings, the Ministry of Education and the government need to ensure better all-round protection for teachers to avoid the risk of large-scale resignations.

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Telecommunications in Teacher Education: reflections on the first Virtual Team Case Competition

Cited by 9 publications

References 2 publications

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

An instructional design case event: Exploring issues in professional practice

School Teachers in Rural Bhutan: Quality of Work Life, Well-Being and the Risks of Resignation

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