Assessment of a Socio-constructivist Model for Teacher Training

dc.creator	Luiz Antonio Joia
dc.date	2002-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:55Z
dc.date.available	2015-07-20T22:06:55Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/f70a4c0b9b7945b1a40a2e11e2c54e6c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10825
dc.description	This article assesses a socio-constructivist model for training K-12 teachers in Brazil, in the use of Informatics in education. The method applied combines both face-to-face exchanges and a WEB-based distance approach made possible by Internet technology. The characteristics of such training and its main objectives are analyzed according to the collected data presented. A descriptive single case study research methodology is applied. The main conclusions reached by this research—based on the use of a systemic framework—are presented, mainly those addressing the importance of care and coherence for knowledge creation in a socio-constructivist training model developed with the help of the Internet. Comparisons between this model and the traditional one are also presented.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/323
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 10, p 44 (2002)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Assessment of a Socio-constructivist Model for Teacher Training
dc.type	article