Evaluating an Online E-Module for Portuguese Primary Teachers: Trainees' Perceptions

Autor/inn/en	Pombo, L.; Smith, M.; Abelha, M.; Caixinha, H.; Costa, N.
Titel	Evaluating an Online E-Module for Portuguese Primary Teachers: Trainees' Perceptions
Quelle	In: Technology, Pedagogy and Education, 21 (2012) 1, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2011.589156
Schlagwörter	Electronic Learning; Science Teachers; Professional Development; Trainees; Teaching Methods; Foreign Countries; Information Technology; Elementary School Teachers; Tutors; Evaluation; Elementary School Science; Science Education; Science Instruction; Universities; Higher Education; Questionnaires; Bulgaria; Czech Republic; Estonia; Poland; Portugal; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Auszubildender; Weibliche Auszubildende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Informationstechnologie; Elementary school; Grundschule; Volksschule; Förderlehrer; Lehrender; Tutor; Evaluierung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Bulgarien; Tschechische Republik; Estland; Polen; Schweden; Großbritannien
Abstract	The work reported in this article is part of a wider project that aims to develop and implement a web-based, pan-European, in-service professional development platform for teachers to enhance their role in promoting education through science. This article aims to evaluate the implementation of the e-module on Assessment of Children's Learning in Primary Science, which was created at Bradford College (UK) and was adapted to be trialled by Portuguese science teachers. The article (i) evaluates the e-module in order to find facilities and constraints with a view to improving it in future versions; (ii) analyses participants' opinions concerning strategies explored, resources and their reflections on their learning; and (iii) discusses the impact of the training on teachers' professional development. Data was collected through three different online questionnaires: (i) at the start; (ii) at the end of the e-module; and (iii) one year after implementation of the e-module. The results indicate that the majority of the teachers recognised that the module promoted the development of new skills during the course, such as ICT skills, which have an impact on classroom practice and enhance their professional development both in the personal domain and in the domain of practice. It was also recognised by both trainees and tutors that the main advantage of using an e-learning platform was that it enabled an adjustment to individual needs taking into account different learning styles and rhythms. They also recognised the importance of international dimensions of education; flexibility of timetables; and collaborative work between peers. (Contains 1 table and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10