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尽管英国学校对数字技术的投资非常可观,但是却未能取得支持者所预期的效果。这引发了有关以往教师持续专业发展形式有效性的争议。Vital项目历时四年(2009—2013),英国各级政府出资940万英镑,旨在加强学校的数字技术应用和计算机应用教学。Vital项目由英国开放大学主持,项目组回顾了相关文献并凭借在开展有支持的开放学习和发展虚拟社区方面的丰富经验,开发了一系列不断改进的专业发展产品。Vital所有的产品都基于这样的理念:视教师为专家,并认为实践者研究包含了文献所认同的有效持续专业发展的一切因素。本文介绍了Vital项目三个不同实施阶段所研发的、不断改进的持续专业发展模式,包括有支持的在线课程、社区网站、“教学会议”和“教学共享”、校内专业发展合作以及借助EdFutures.net发布和共享关于项目所积累的(研究)证据。本文还根据Vital的经验阐述了什么是有效持续专业发展。
Although British schools have invested heavily in digital technology, they have failed to achieve the desired results from their supporters. This raises controversy about the validity of the form of continuing professional development of previous teachers. Vital project lasted four years (2009-2013), the British government at all levels to invest 9.4 million pounds, aimed at strengthening the school’s digital technology applications and teaching of computer applications. The Vital project, chaired by the Open University of the United Kingdom, reviewed the literature and developed a series of evolving professional development products based on its experience in supporting open learning and the development of virtual communities. All of Vital’s products are based on the philosophy that teachers are experts and that practitioners’ research includes everything the literature recognizes as effective and continuous professional development. This article describes the continuous improvement of the continuous professional development model developed in three different phases of the Vital project, including supported online courses, community sites, “teaching conferences” and “teaching sharing”, professional development cooperation within schools As well as publishing and sharing (research) evidence of the project with EdFutures.net. This article also illustrates what is effectively continuous professional development based on Vital’s experience.