TECHNOLOGY-ENHANCED TEACHERS’ PROFESSIONAL
DEVELOPMENT: STUDY OF FOUR CASES IN CHINA
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Technology-Enhanced Teachers’ Professional Development (TETPD) is arousing increasing interest among practitioners and researchers both in China and other countries. Good practices of teachers’ education, supported by information and communication technologies, are in line with the needs of society. This paper proposes a framework for designing a multiple-case study to analyze technology enhanced teacher professional development in four typical Chinese cases. It describes the differences and similarities among the cases and argues that an understanding of TETPD could be built from them. The paper concludes that TETPD needs not only the joint planning of the central government, but also full support from local governments and schools, and especially teachers’ active participation. |
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