The role of online communities in science teachers' continuous professional development
Date Issued
2012
Author(s)
Abstract
We report on the creation of online teacher communities within the framework of the PROFILES project, aiming at teachers' professional development in inquiry-based science education. It was anticipated that teachers would form active communities of practice to support the integration of inquiry and new technologies into their lessons. An exploratory approach was used to trace the local needs of the teachers and to identify the role of the online communities to support continuous professional development. ISLS.
Subjects