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Transforming Teacher Education with Digital and Collaborative Learning and Leadership

Transforming Teacher Education with Digital and Collaborative Learning and Leadership

David Parsons, Herbert Thomas, Milla Inkila, Philippa Nicoll Antipas, Frances Valintine, Truman Pham, Darcy Vo
Copyright: © 2015 |Volume: 6 |Issue: 4 |Pages: 19
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781466679061|DOI: 10.4018/IJDLDC.2015100103
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MLA

Parsons, David, et al. "Transforming Teacher Education with Digital and Collaborative Learning and Leadership." IJDLDC vol.6, no.4 2015: pp.30-48. http://doi.org/10.4018/IJDLDC.2015100103

APA

Parsons, D., Thomas, H., Inkila, M., Antipas, P. N., Valintine, F., Pham, T., & Vo, D. (2015). Transforming Teacher Education with Digital and Collaborative Learning and Leadership. International Journal of Digital Literacy and Digital Competence (IJDLDC), 6(4), 30-48. http://doi.org/10.4018/IJDLDC.2015100103

Chicago

Parsons, David, et al. "Transforming Teacher Education with Digital and Collaborative Learning and Leadership," International Journal of Digital Literacy and Digital Competence (IJDLDC) 6, no.4: 30-48. http://doi.org/10.4018/IJDLDC.2015100103

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Abstract

This paper investigates some participant outcomes from a part-time postgraduate course for in-service teachers, focusing on digital and collaborative learning and leadership, delivered in several locations across New Zealand. In order to monitor the success of the course, regular anonymous feedback is gathered. One question in particular is essential to this feedback; to what extent does attending the course lead to transformation of classroom practice by the participants? The authors analysed free text responses to on-line surveys which posed this question to two different course cohorts. Their findings were that almost all of those who had completed the relevant course modules reported making changes their practice. Some were still making tentative steps towards new forms of pedagogy, but the majority were transforming the way they managed the learning processes within their classrooms, and many were beginning to apply their newly developed awareness of leadership skills to extend their ambitions to aim to transform their schools.

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