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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Introduction to the tool-kit (view source)
Revision as of 12:35, 18 September 2018
, 12:35, 18 September 2018→Teacher learning spaces / forums
=== Teacher learning spaces / forums ===
=== Teacher learning spaces / forums ===
The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] advocates for Teacher Learning Centres (TLC's) as a forum for interaction and sharing. It says "A TLC would serve as a forum for interaction among teacher trainees and teacher practitioners on issues of developing materials and planning for teaching. Frequent interaction and sharing would help trainees to articulate concerns with clarity and learn from each other’s experiences".
The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] advocates for Teacher Learning Centres (TLC's) as a forum for interaction and sharing, which would support Teacher Professional Development (TPD). It says "A TLC would serve as a forum for interaction among teacher trainees and teacher practitioners on issues of developing materials and planning for teaching. Frequent interaction and sharing would help trainees to articulate concerns with clarity and learn from each other’s experiences".
ICT can be used to build virtual learning spaces, in which teachers (and teacher educators and student teachers) can share their ideas, experiences and resources for learning, as well as seek support of peers, beyond the constraints of space and time, imposed by physical interactions. These virtual networks can also help support the NCFTE's suggestion that "the broad aims of continuing professional development programmes for teachers are to break out of intellectual isolation and share experiences and insights with others in the field, both teachers and academics working in the area of specific disciplines as well as intellectuals in the immediate and wider society".
ICT can be used to build virtual learning spaces, in which teachers (and teacher educators and student teachers) can share their ideas, experiences and resources for learning, as well as seek support of peers, beyond the constraints of space and time, imposed by physical interactions. These virtual networks can also help support the NCFTE's suggestion that "the broad aims of continuing professional development programmes for teachers are to break out of intellectual isolation and share experiences and insights with others in the field, both teachers and academics working in the area of specific disciplines as well as intellectuals in the immediate and wider society".