|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Striking the right chord and sustaining successful professional development in information and communications technologies|
|Publisher:||Taylor and Francis|
|Citation:||Holmes B, Gardner J & Galanouli D (2007) Striking the right chord and sustaining successful professional development in information and communications technologies, Journal of In-Service Education, 33 (4), pp. 389-404.|
|Abstract:||This article argues that most variants of professional development in information and communications technologies are merely ‘in‐between' processes, the design of which does not pay sufficient attention to important antecedent and post‐engagement activities. These we identify as preparing the ground before the main engagement with the teachers begins, and enabling teachers to make and sustain their own progress after it is complete. Using two empirical case studies, this article sets out to explore, from a primarily UK perspective, the two‐fold process of ‘striking the chord' of teachers' interest and commitment as precursors to change, and pursuing sustainability once the face‐to‐face role of conventional professional development has ended. Men must be taught as if you taught them not, And things unknown proposed as things forgot. (Pope, An Essay on Criticism, 1711)|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
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Queen's University Belfast
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