A New Pathway: Video-Based Professional Development in Geography

Boehm, Richard G.; Brysch, Carmen P.; Mohan, Audrey; Backler, Alan

doi:10.1080/00221341.2011.584068

Cited by 19 publications

(9 citation statements)

References 29 publications

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“…However, such programmes need to be constantly innovated and evaluated. OPD is offered in a needs-driven mode [17], so that users can access resources such as videos, tutorials, [1], self-paced online courses, critical friend group technique [18], online forums, and online synchronous discussions. In a recent study, Boelens, De Wever, and Voet [15] indicated that learning can happen in a blended mode, where the design environment should be able to: (1) incorporate flexibility; (2) encourage interaction; (3) help students' learning processes; and (4) nurture an effective learning environment.…”

Section: Technology and Professional Developmentmentioning

confidence: 99%

“…There is no need to book a seat as in face-to-face sessions where only a fraction of teachers can participate in the training sessions [1], and the learning resources are no longer limited for a period. Moreover, the online course allows teachers to learn anywhere, hence the site or location is not a limitation.…”

Section: Facilitating Conditionsmentioning

confidence: 99%

“…Therefore, the need for effective PD for teachers cannot be over-stated. In Mauritius, teachers' professional development is delivered largely in a face-to-face mode -a method that dominated the field of teacher education [1] until recently. Attendances at these programmes were poor for two main reasons -tiredness, and inconveniently located programmes away from schools.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Factors Influencing Secondary School Teachers' Beliefs and Intention to Accept Online Professional Development: An Empirical Study in Mauritius

Flore¹,

Govender²

2021

ujer

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Section: Technology and Professional Developmentmentioning

confidence: 99%

Section: Facilitating Conditionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Factors Influencing Secondary School Teachers' Beliefs and Intention to Accept Online Professional Development: An Empirical Study in Mauritius

Flore¹,

Govender²

2021

ujer

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“…Smithers (2010) reviews the use of open access Web resources such as Flickr in teaching. Boehm, et al, (2012) discuss the development of a Web-based professional development program for teachers of social studies, which is "designed to complement and extend the impact of face-to-face in-service teacher training" (41). Cuthell (2008) describes online learning opportunities for K-12 teachers and students, including professional development and the needs of adult learners.…”

Section: Libraries and Learningmentioning

confidence: 99%

Open Access Web Resources for Library Continuing Education and Training

Bolin

2014

Advances in Library and Information Science

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Continuing education and training are essential for a vital and productive organization and for employee adaptability and job satisfaction. Libraries of all types are organizations that value learning. Training and development for library employees is expensive, and can be out of reach for smaller institutions, or libraries that are not well-funded. Regardless of funding, libraries of all types can benefit from the wide variety of training and continuing education opportunities available on the Web as open access resources. These include documentation, journal articles, reports and white papers, online courses, videos, podcasts, and so on, from many different reliable sources. This chapter surveys major sources and types of open access online learning, and evaluates their usefulness for library employees.

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“…Various auxiliary tools are widely used at that. These include videos, films, computer presentations (Richter & Van Der Westhuizen, 2005), smart boards (Veronek, 2010), and educational online resources (Boehm et al, 2012). The newest tools are augmented reality devices that can help students visualize geographic data (Stojšić et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers

Ferizat

Kuat²

2021

CJES

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The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence. This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training. Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;

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A New Pathway: Video-Based Professional Development in Geography

Cited by 19 publications

References 29 publications

Factors Influencing Secondary School Teachers' Beliefs and Intention to Accept Online Professional Development: An Empirical Study in Mauritius

Factors Influencing Secondary School Teachers' Beliefs and Intention to Accept Online Professional Development: An Empirical Study in Mauritius

Open Access Web Resources for Library Continuing Education and Training

The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers

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