Abstract
Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well as modeling of effective practices. This paper will synthesize some key issues and challenges for TPD in the ICT-saturated 21st century. Based on this synthesis, it will suggest a conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation. It will also include suggestions for more effectively linking research to practice and will lay out possible research agendas, as a means of facilitating evidence-based decisions and policies.
Authors
- Jef Peeraer (VVOB - education for development)
- Peter R. Albion (University of Southern Queensland)
- Jo Tondeur (Vrije Universiteit Brussel)
- Alona Forosh-Baruch (Levinsky College of Education)
This article can be requested from the authors through ResearchGate:
