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Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New' Model

Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New' Model

Athanassios Jimoyiannis, Maria N. Gravani, Yiasemina Karagiorgi
Copyright: © 2014 |Pages: 21
ISBN13: 9781466657809|ISBN10: 1466657804|EISBN13: 9781466657816
DOI: 10.4018/978-1-4666-5780-9.ch114
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MLA

Jimoyiannis, Athanassios, et al. "Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New' Model." Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 1963-1983. https://doi.org/10.4018/978-1-4666-5780-9.ch114

APA

Jimoyiannis, A., Gravani, M. N., & Karagiorgi, Y. (2014). Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New' Model. In I. Management Association (Ed.), Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (pp. 1963-1983). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch114

Chicago

Jimoyiannis, Athanassios, Maria N. Gravani, and Yiasemina Karagiorgi. "Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New' Model." In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1963-1983. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5780-9.ch114

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Abstract

This chapter acknowledges the increasing impact of eLearning and the associated rise of Virtual Campuses (VCs) for Teacher Professional Development (TPD). On the basis of reported literature, in particular, deficiencies identified in Bell's (1991) traditional “individual”, “group,” and “school development” approaches, the authors propose an alternative model for TPD delivered through VCs. In support of this “new” model, key issues underlying the VC paradigm in terms of the design and implementation of such environments are further discussed. In particular, the authors argue about the value and complications behind the adoption of this model and suggest principles supporting the design of such type of environments.

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