Edited By Manuel Jiménez Raya and Lies Sercu
Section 3: E-Learning and teachers' professionalisation
Section 3 : E-Iearning and teachers ' professionalisation The potential of e-Iearning in the professional development of teachers Angela McFarlane Anton Bradburn Agnes McMahon Nel Roche Graduate School of Education, University of Bristol 1 . Introdu ction It now seems to be an accepted consequence of the information age that those who remain economically and socially active will need to be competent l ife long learners . Implicit in this notion is an assumption that the knowledge and ski l ls base associated with the world of work are and will remain dynamic, changing and developing over the working l ife of any individual . In order to remain fully aware of updated processes, protocols and the theoretical evolution underpinning them as wei l as the implication of these for personal practice, it is necessary for that practice to integrate an on-going programme of training and professional de velopment with the day to day execution of the j ob itself. Traditional models in the publ ic and private sectors have included sending people on courses of varying duration, as weil as a certain amount of so-called ' on the job ' training such as shadowing a more accomplished colleague. Both of these styles of training in volve an interruption to the work pattern, and can be costly, especial ly in the case of courses where a venue, time, travel and resources must all be covered. It is not surprising therefore that from the earliest days of networked com puting the commercial sector looked to...
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