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Professional Initiation and Renewal: In-Service Teaching Enrichment in a Teacher Education Program
PROCEEDINGS

, , University of Michigan-Dearborn, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Research has indicated that if future teachers are to effectively use technology, their preparation must employ rich field experiences to augment students' core course work in educational technology and their exposure to effective faculty modeling of instructional technology. The research discussed here shows that a strengthened field element in pre-service teacher preparation provides an important means for improving learning and development among future teachers. But findings emphasized here concern improvements tracked among participating in-service teachers. This paper outlines a model in use at a major Mid-Western research university during a three-year funded project. Qualitative and quantitative findings show the benefits to in-service teachers of sustained interaction with pre-service teachers and others engaged. The major conclusion is that such reciprocal learning stems from sustained collaboration and can be achieved through design of delivery.

Citation

Duran, M. & Fossum, P. (2004). Professional Initiation and Renewal: In-Service Teaching Enrichment in a Teacher Education Program. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2561-2564). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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