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ICT teacher training: Evaluation of the curriculum and training approach in Flanders
ARTICLE

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TATE Volume 23, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved December 5, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.02.004

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