Teacher professional development in a virtual environment graduate program
DOI:
https://doi.org/10.60020/1853-6530.v1.n1.237Keywords:
virtual education, didactic model, format, collaborative workAbstract
This paper expects to open-up a debate about the training of teachers who enroll in a virtual post-graduate program. In 2007, the Master’s Program on «Educational Processes Mediated by Technologies» (PEMPT), was introduced by the Advanced Studies Center (CEA) of the National University of Cordoba. Following a planning process, many factors were taken into account: the program in itself, its production, operational processes, required resources, and external impacts. On the other hand, innovation management policies helped to ensure its creation, development and durability, through political decisions which ended up in the approval of the project and its budget by the mother institution. Undoubtedly, being an innovative educational offer within a traditional university, various administrative, technological and pedagogical aspects had to be reconciled. In this paper, we show some of the results related to the program’s organization and implementation, that have been obtained following three student cohorts.Downloads
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Published
2010-12-10
How to Cite
Gallino, M., & Juárez Jerez, H. G. (2010). Teacher professional development in a virtual environment graduate program. Virtuality, Education and Science, 1(1), pp. 65–90. https://doi.org/10.60020/1853-6530.v1.n1.237
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Section
Innovation and Experiences
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The generation of derivative works is allowed as long as it is not done for commercial purposes. The original work may not be used for commercial purposes.