E-Learning and the Professional Development of Trainers and Vocational Teachers.

Institution	European Centre for the Development of Vocational Training, Thessaloniki (Greece).
Titel	E-Learning and the Professional Development of Trainers and Vocational Teachers.
Quelle	(2001), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Conventional Instruction; Delivery Systems; Distance Education; Educational Finance; Educational Policy; Educational Practices; Educational Trends; Enrollment Influences; Enrollment Trends; Financial Support; Income; Independent Study; Learning Activities; Lifelong Learning; Nonformal Education; Online Courses; Participation; Postsecondary Education; Professional Continuing Education; Professional Development; Teacher Characteristics; Teacher Education; Trainers; Training; Trend Analysis; Virtual Classrooms; Vocational Education; Vocational Education Teachers; Web Based Instruction; Australia; European Union; New Zealand; North America + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Auslieferung; Distance study; Distance learning; Fernunterricht; Bildungsfonds; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsentwicklung; Finanzielle Förderung; Einkommen; Selbststudium; Lernaktivität; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Online course; Online-Kurs; Teilnahme; Post-secondary education; Tertiäre Bildung; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerausbildung; Lehrerbildung; Ausbildungslehrer; Trainer; Ausbildung; Trendanalyse; Berufsbildung; Ausbilder; Web Based Training; Australien; Neuseeland; Nordamerika
Abstract	The professional development activities in which trainers and vocational teachers are engaging to acquire new expertise in e-learning were examined through a survey that was completed by 446 individuals. Nearly 80% of the respondents were from within the European Union (EU). The rest came from other European countries, North American, Australia, or New Zealand. Key findings were as follows: (1) 60% had undertaken informal self-development through a range of media; (2) informal learning tended to be highest among respondents from nontraining public sector organizations and consultants; (3) 30.5% had formal classroom-based training, 18.6% had undertaken formal World Wide Web-based training programs, and 16.4% had undertaken some form of hybrid (Web and classroom) or blended formal training; (4) 16.6% had not undertaken any professional development in relation to e-learning in the previous 12-24 months; (5) the most common reasons for not undertaking any professional development were lack of time and lack of funds; (7) trainers and vocational teachers were undertaking less information and computer technology skills development and moving into improving their expertise in pedagogical and management issues in relation to e-learning; (8) most respondents rated their current trainer training programs poor or fair; and (9) most respondents funded most of the cost of their professional development themselves. (Contains 7 figures) (MN)
Anmerkungen	For full text: http://www.trainingvillage.gr/etv/Projects_Networks/ELearning/sur vey/repo_corrList.asp?f=17&l_id=1.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC