2.50
Hdl Handle:
http://hdl.handle.net/2436/6334
Title:
Patchwork E-Dialogues in the professional development of new teachers
Authors:
Hughes, Julie; Hulme, Moira
Abstract:
In this chapter the authors contend that the encouragement of reflective writing within professional learning programmes is not new. They suggest that electronic technologies, however, afford exciting opportunities to develop this practice to support participative and collaborative learning beyond barriers of time and place. This chapter explores the value of asynchronous dialogue in creating and sustaining communities of practice, with particular emphasis on the role of the e-mentor.
Citation:
In: O'Donoghue, J. (Ed.) Technology supported learning and teaching: a staff perspective: Chapter 12.
Publisher:
Ideal Group Publishing
Issue Date:
2006
URI:
http://hdl.handle.net/2436/6334
Additional Links:
http://www.idea-group-ref.com/books/details.asp?id=5600
Submitted date:
2006-12-01
Type:
Book chapter
Language:
en
Description:
Book chapter in "Technology supported learning and teaching: a staff perspective." Edited by John O'Donoghue, 2006
ISBN:
1-59140-963-2; 1-59140-962-4; 1-59140-964-0
Appears in Collections:
Professional and Adult Learning

Full metadata record

DC FieldValue Language
dc.contributor.authorHughes, Julie-
dc.contributor.authorHulme, Moira-
dc.date.accessioned2006-12-01T16:57:03Z-
dc.date.available2006-12-01T16:57:03Z-
dc.date.issued2006-
dc.date.submitted2006-12-01-
dc.identifier.citationIn: O'Donoghue, J. (Ed.) Technology supported learning and teaching: a staff perspective: Chapter 12.en
dc.identifier.isbn1-59140-963-2-
dc.identifier.isbn1-59140-962-4-
dc.identifier.isbn1-59140-964-0-
dc.identifier.urihttp://hdl.handle.net/2436/6334-
dc.descriptionBook chapter in "Technology supported learning and teaching: a staff perspective." Edited by John O'Donoghue, 2006en
dc.description.abstractIn this chapter the authors contend that the encouragement of reflective writing within professional learning programmes is not new. They suggest that electronic technologies, however, afford exciting opportunities to develop this practice to support participative and collaborative learning beyond barriers of time and place. This chapter explores the value of asynchronous dialogue in creating and sustaining communities of practice, with particular emphasis on the role of the e-mentor.en
dc.format.extent51294 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherIdeal Group Publishingen
dc.relation.urlhttp://www.idea-group-ref.com/books/details.asp?id=5600en
dc.subjectTechnology supported learningen
dc.subjectContinuing Professional Developmenten
dc.subjectReflective writingen
dc.subjectAsynchronous dialogueen
dc.subjectTeachers-
dc.subjectNewly qualified teachers-
dc.subjectPatchwork writing-
dc.titlePatchwork E-Dialogues in the professional development of new teachersen
dc.typeBook chapteren
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