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Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study – Online Course for the Professional Development of Teachers in a Digital Age

Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study – Online Course for the Professional Development of Teachers in a Digital Age

Rafi Davidson, Amnon Glassner
Copyright: © 2017 |Pages: 32
ISBN13: 9781522516248|ISBN10: 1522516247|EISBN13: 9781522516255
DOI: 10.4018/978-1-5225-1624-8.ch063
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MLA

Davidson, Rafi, and Amnon Glassner. "Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study – Online Course for the Professional Development of Teachers in a Digital Age." Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 1348-1379. https://doi.org/10.4018/978-1-5225-1624-8.ch063

APA

Davidson, R. & Glassner, A. (2017). Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study – Online Course for the Professional Development of Teachers in a Digital Age. In I. Management Association (Ed.), Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications (pp. 1348-1379). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch063

Chicago

Davidson, Rafi, and Amnon Glassner. "Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study – Online Course for the Professional Development of Teachers in a Digital Age." In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1348-1379. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1624-8.ch063

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Abstract

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study. The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

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