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This book succeeds in reducing the proliferation of
terminology in teacher knowledge into a succinct
model of teacher knowledge development. The model
may now be used to further our understanding of how
teachers learn and develop as other research builds
upon the individual study here.
The outcomes from the research detailed in this book
are threefold:
1) A functioning teacher support website
(http://www.philseflsupport.com)that is averaging
around 15,000 hits a month. This provides a
professional contribution.
2) An expanded model of teacher knowledge
development that is based upon five theoretical
principles that reflect the ever-expanding cyclical
nature of teacher learning. This provides an
academic contribution.
3) A series of six statements of advice for
developers of teacher support sites. These
statements are grounded in the theoretical
principles behind the model of teacher knowledge
development and incorporate nine keys to effective
web facilitation. These provide a
forward-looking contribution to the praxis of web-
supported teacher education, and thus to the
potential dissemination of the research presented in
this book.
terminology in teacher knowledge into a succinct
model of teacher knowledge development. The model
may now be used to further our understanding of how
teachers learn and develop as other research builds
upon the individual study here.
The outcomes from the research detailed in this book
are threefold:
1) A functioning teacher support website
(http://www.philseflsupport.com)that is averaging
around 15,000 hits a month. This provides a
professional contribution.
2) An expanded model of teacher knowledge
development that is based upon five theoretical
principles that reflect the ever-expanding cyclical
nature of teacher learning. This provides an
academic contribution.
3) A series of six statements of advice for
developers of teacher support sites. These
statements are grounded in the theoretical
principles behind the model of teacher knowledge
development and incorporate nine keys to effective
web facilitation. These provide a
forward-looking contribution to the praxis of web-
supported teacher education, and thus to the
potential dissemination of the research presented in
this book.