ICT teacher training: Evaluation of the curriculum and training approach in Flanders
TATE Volume 23, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd
A policy-evaluation study was set up of Information and Communication Technologies (ICT) teacher training in Flanders, focusing on the following questions: (a) What is the validity of the content and format of the teacher training, and (b) to what extent is the ICT teacher training linked to policies of schools? In-depth interviews were organised with respondents of primary, secondary, and adult education schools. The results indicate that ICT school policies are not well developed and reveal a partial match between policies, needs, and the actual in-service training. Innovative applications of ICT are not promoted. The supply-driven approach, the school-based nature, and follow-up activities are questioned.
Valcke, M., Rots, I., Verbeke, M. & van Braak, J. (2007). ICT teacher training: Evaluation of the curriculum and training approach in Flanders. Teaching and Teacher Education: An International Journal of Research and Studies, 23(6), 795-808. Elsevier Ltd.
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