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|Title:||Changing Direction with Teacher Educators in Distance Education Provision||Contributor(s):||Stewart, Cherry (author); Adlington, Rachael (author)||Publication Date:||2010||Handle Link:||https://hdl.handle.net/1959.11/15076||Abstract:||High-quality delivery of distance education has been a long-standing feature of the University of New England, as it is with many institutions. As the ways of communicating evolve, as we embrace new technologies, so too must the ways of teaching and learning. A challenge for teacher educators adopting new pedagogies that capitalise on the affordances of new technologies is to engage distant learners in interactive and collaborative learning experiences. In addition, the challenge for distance education tertiary providers is how to support their teacher educators in undergoing a learning metamorphosis. This paper analyses the experiences of two action researchers managing a change process in teacher education via an open source learning management system - Sakai. The authors provide a brief outline of distance education in teacher training at their university, and discuss the theoretical framework (action research) for achieving change in distance education delivery, as well as the professional development strategies used to address the resulting issues.||Publication Type:||Book Chapter||Source of Publication:||International Research in Teacher Education: Current Perspectives, p. 225-237||Publisher:||Kardoorair Press||Place of Publication:||Armidale, Australia||ISBN:||9780908244805||Field of Research (FOR):||130103 Higher Education
130313 Teacher Education and Professional Development of Educators
|Socio-Economic Outcome Codes:||930202 Teacher and Instructor Development||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||http://trove.nla.gov.au/work/36374901||Statistics to Oct 2018:||Visitors: 303
|Appears in Collections:||Book Chapter|
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