Integrating Technology into Teacher Preparation and Practice: A Two-way Mentoring Model

dc.creator	Jim Kerr
dc.creator	Howard Slepkov
dc.date	2004-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:20:50Z
dc.date.available	2015-07-20T22:20:50Z
dc.identifier	1183-1189
dc.identifier	https://doaj.org/article/bb2adb75858e4f1e964d4eef609fdc79
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20218
dc.description	This article reports on a pilot case study exploring the opportunity for authentic professional development in the use of technology. Self-selected pre-service and in- service teachers were paired so as to reinforce and enhance, firstly, their computer skill development and, secondly, their ability to integrate these same skills into classroom teaching practices. It was proposed that both groups of participants would derive benefit from these pairings. Results overwhelming support this and suggest (a) a model for better preparing teacher candidates to be able to integrate computer skills into classroom programming and (b) a new, perhaps more efficient, method of professional development for busy, dedicated classroom teachers.
dc.language	English
dc.language	French
dc.publisher	Brock University
dc.relation	http://brock.scholarsportal.info/journals/brocked/home/article/view/53
dc.relation	https://doaj.org/toc/1183-1189
dc.rights	CC BY
dc.source	Brock Education : a Journal of Educational Research and Practice, Vol 14, Iss 1 (2004)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Integrating Technology into Teacher Preparation and Practice: A Two-way Mentoring Model
dc.type	article