Contemporary research on open and distance learning in teacher education

Danaher, Patrick Alan and Umar, Abdurrahman (2010) Contemporary research on open and distance learning in teacher education. In: Teacher education through open and distance learning. Perspectives on Distance Education. Commonwealth of Learning, Vancouver, Canada, pp. 7-21. ISBN 978-1-894975-39-1

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Abstract

This overview chapter considers teacher education and ODL separately and then in combination, examining their synergies and divergences. The focus, context and politicised character of each domain are discussed, as is their diversity across individuals, institutions, nations and regions, and also the links between each domain and wider debates about such issues as access, development, equity, social justice and transformation. The discussion provides a framework for the chapters that follow. Policy-makers, practitioners and researchers who use ODL in teacher education to develop large numbers of capable and proficient teachers will need to engage with the types of themes canvassed in the current research reviewed here.

Statistics for this ePrint Item

Item Type:	Book Chapter (Commonwealth Reporting Category B)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Chapter 2. c. Commonwealth of Learning, 2010. Available for download, free-of-charge, on Publisher's web site.
Depositing User:	Assoc Prof Patrick Danaher
Faculty / Department / School:	Historic - Faculty of Education
Date Deposited:	15 Mar 2011 04:58
Last Modified:	30 Aug 2016 03:08
Uncontrolled Keywords:	teacher education; open learning; distance learning; research
Fields of Research :	13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective:	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI:	http://eprints.usq.edu.au/id/eprint/18676

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