메뉴 건너뛰기




Volumn 33, Issue 4, 2007, Pages 425-441

Information and communications technologies and teacher professional learning policy and practice in Scotland: Some primary school perspectives

Author keywords

[No Author keywords available]

Indexed keywords


EID: 36649004918     PISSN: 13674587     EISSN: 17475082     Source Type: Journal    
DOI: 10.1080/13674580701687823     Document Type: Article
Times cited : (3)

References (47)
  • 2
    • 0037534131 scopus 로고    scopus 로고
    • The Teacher's Soul and the Terrors of Performativity
    • Ball, S. (2003) The teacher's soul and the terrors of performativity. Journal of Education Policy, 18:2, pp. 215-228.
    • (2003) Journal of Education Policy , vol.18 , Issue.2 , pp. 215-228
    • Ball, S.1
  • 3
    • 13944261869 scopus 로고    scopus 로고
    • Competences, benchmarks and standards in teaching
    • Edinburgh University Press, Edinburgh
    • Christie, D. (2003) Competences, benchmarks and standards in teaching. Scottish education: Second edition, post devolution, pp. 952-963. Edinburgh University Press, Edinburgh
    • (2003) Scottish Education: Second Edition, Post Devolution , pp. 952-963
    • Christie, D.1
  • 6
    • 84908375906 scopus 로고    scopus 로고
    • A failure of delivery: The United Kingdom's New Opportunities Fund programme of teacher training in information and communications technology
    • Conlon, T. (2004) A failure of delivery: The United Kingdom's New Opportunities Fund programme of teacher training in information and communications technology. Journal of In-service Education, 30:1, pp. 115-139.
    • (2004) Journal of In-service Education , vol.30 , Issue.1 , pp. 115-139
    • Conlon, T.1
  • 7
    • 0037367743 scopus 로고    scopus 로고
    • Silicon Valley versus Silicon Glen: The impact of computers upon teaching and learning - A comparative study
    • Conlon, T. and Simpson, M. (2003) Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning-a comparative study. British Journal of Educational Technology, 34:2, pp. 137-150.
    • (2003) British Journal of Educational Technology , vol.34 , Issue.2 , pp. 137-150
    • Conlon, T.1    Simpson, M.2
  • 9
    • 36649006127 scopus 로고    scopus 로고
    • Scarecrow Press, Oxford
    • Cuban, L. (2003) Foreword.pp. vii-xi. Scarecrow Press, Oxford
    • (2003) Foreword
    • Cuban, L.1
  • 10
    • 3643111670 scopus 로고    scopus 로고
    • Continuing professional development: Nurturing the expert within
    • Dadds, M. (1997) Continuing professional development: Nurturing the expert within. British Journal of In-service Education, 23:1, pp. 31-38.
    • (1997) British Journal of In-service Education , vol.23 , Issue.1 , pp. 31-38
    • Dadds, M.1
  • 12
    • 19644382768 scopus 로고    scopus 로고
    • Reform, standards and teacher identity: Challenges of sustaining commitment
    • Day, C., Elliot, B. and Kington, A. (2005) Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21:5, pp. 563-577.
    • (2005) Teaching and Teacher Education , vol.21 , Issue.5 , pp. 563-577
    • Day, C.1    Elliot, B.2    Kington, A.3
  • 13
    • 0003525372 scopus 로고    scopus 로고
    • Department for Education and Employment DfEE, London
    • Department for Education and Employment (1997) Connecting the learning society, DfEE, London
    • (1997) Connecting the Learning Society
  • 16
    • 33644626831 scopus 로고    scopus 로고
    • Professional development and the beginning teacher: Issues of teacher autonomy and institutional conformity in the performance review process
    • Dymoke, S. and Harrison, J. K. (2006) Professional development and the beginning teacher: Issues of teacher autonomy and institutional conformity in the performance review process. Journal of Education for Teaching, 32:1, pp. 71-92.
    • (2006) Journal of Education for Teaching , vol.32 , Issue.1 , pp. 71-92
    • Dymoke, S.1    Harrison, J.K.2
  • 19
    • 84898516080 scopus 로고    scopus 로고
    • Emergent collectivity: Teacher as interdependent e-designers of professional development in K_6 Science and Technology
    • Forsyth, L. and Schaverien, L. (2005) Emergent collectivity: Teacher as interdependent e-designers of professional development in K_6 Science and Technology. Journal of In-service Education, 31:4, pp. 635-656.
    • (2005) , pp. 635-656
    • Forsyth, L.1    Schaverien, L.2
  • 21
    • 85011132837 scopus 로고    scopus 로고
    • Teachers' continuing professional development: Framing a model of outcomes
    • Harland, J. and Kinder, K. (1997) Teachers' continuing professional development: Framing a model of outcomes. British Journal of In-Service Education, 23:1, pp. 71-84.
    • (1997) British Journal of In-Service Education , vol.23 , Issue.1 , pp. 71-84
    • Harland, J.1    Kinder, K.2
  • 22
    • 10844278651 scopus 로고    scopus 로고
    • Teaching and learning with ICT: New technology, new pedagogy?
    • John, P. and Sutherland, R. (2004) Teaching and learning with ICT: New technology, new pedagogy?. Education, Communication & Information, 4:1, pp. 102-107.
    • (2004) Education, Communication & Information , vol.4 , Issue.1 , pp. 102-107
    • John, P.1    Sutherland, R.2
  • 23
    • 84911113689 scopus 로고    scopus 로고
    • Models of continuing professional development (CPD): A framework for analysis
    • Kennedy, A. (2005) Models of continuing professional development (CPD): a framework for analysis. Journal of In-Service Education, 31:2, pp. 235-250.
    • (2005) Journal of In-Service Education , vol.31 , Issue.2 , pp. 235-250
    • Kennedy, A.1
  • 25
    • 85009583537 scopus 로고    scopus 로고
    • Changes in educational beliefs and classroom practices of teachers and students in rich technology-based classrooms
    • Levin, T. and Wadmany, R. (2005) Changes in educational beliefs and classroom practices of teachers and students in rich technology-based classrooms. Technology, Pedagogy and Education, 14:3, pp. 281-307.
    • (2005) Technology, Pedagogy and Education , vol.14 , Issue.3 , pp. 281-307
    • Levin, T.1    Wadmany, R.2
  • 27
    • 36649011510 scopus 로고    scopus 로고
    • The interaction between primary teachers' perceptions of ICT and their pedagogy
    • Loveless, A. (2004) The interaction between primary teachers' perceptions of ICT and their pedagogy. Education and Information Technologies, 8:4, pp. 313-326.
    • (2004) Education and Information Technologies , vol.8 , Issue.4 , pp. 313-326
    • Loveless, A.1
  • 28
    • 1842853873 scopus 로고    scopus 로고
    • Ne'er the twain shall meet? Modernizing the teaching profession in Scotland and England
    • Menter, I., Mahony, P. and Hextall, I. (2004) Ne'er the twain shall meet? Modernizing the teaching profession in Scotland and England. Journal of Education Policy, 19:2, pp. 195-214.
    • (2004) Journal of Education Policy , vol.19 , Issue.2 , pp. 195-214
    • Menter, I.1    Mahony, P.2    Hextall, I.3
  • 29
    • 85007809999 scopus 로고    scopus 로고
    • Learning to teach with new technology: Implications for professional development
    • Mouza, C. (2002) Learning to teach with new technology: Implications for professional development. Journal of Research in Technology in Education, 35:2, pp. 272-289.
    • (2002) Journal of Research in Technology in Education , vol.35 , Issue.2 , pp. 272-289
    • Mouza, C.1
  • 30
    • 33747703150 scopus 로고    scopus 로고
    • Challenging the 'new professionalism': From managerialism to pedagogy
    • Patrick, F., Forde, C. and McPhee, A. (2003) Challenging the 'new professionalism': From managerialism to pedagogy. Journal of In-service Education, 29:2, pp. 237-254.
    • (2003) Journal of In-service Education , vol.29 , Issue.2 , pp. 237-254
    • Patrick, F.1    Forde, C.2    McPhee, A.3
  • 31
    • 85010612003 scopus 로고    scopus 로고
    • Technology integration practice as a function of pedagogical expertise
    • Pierson, M. (2001) Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33:4, pp. 413-430.
    • (2001) Journal of Research on Computing in Education , vol.33 , Issue.4 , pp. 413-430
    • Pierson, M.1
  • 33
    • 0344431669 scopus 로고    scopus 로고
    • New teachers' perspectives on continuing professional development: Accountability or professional growth?
    • Purdon, A. (2001) New teachers' perspectives on continuing professional development: Accountability or professional growth?. Scottish Educational Review, 33:1, pp. 110-122.
    • (2001) Scottish Educational Review , vol.33 , Issue.1 , pp. 110-122
    • Purdon, A.1
  • 34
    • 0141797717 scopus 로고    scopus 로고
    • A national framework of CPD: Continuing professional development or continuing policy dominance?
    • Purdon, A. (2003) A national framework of CPD: Continuing professional development or continuing policy dominance?. Journal of Education Policy, 18:4, pp. 423-437.
    • (2003) Journal of Education Policy , vol.18 , Issue.4 , pp. 423-437
    • Purdon, A.1
  • 35
    • 36649009874 scopus 로고    scopus 로고
    • Perceptions of the educational elite on the purpose of a national framework of continuing professional development (CPD) for teachers in Scotland
    • Purdon, A. (2004) Perceptions of the educational elite on the purpose of a national framework of continuing professional development (CPD) for teachers in Scotland. Journal of Education for Teaching, 30:2, pp. 131-149.
    • (2004) Journal of Education for Teaching , vol.30 , Issue.2 , pp. 131-149
    • Purdon, A.1
  • 37
    • 0035645840 scopus 로고    scopus 로고
    • Teacher professional identify: Competing discourses, competing outcomes
    • Sachs, J. (2001) Teacher professional identify: Competing discourses, competing outcomes. Journal of Educational Policy, 16:2, pp. 149-161.
    • (2001) Journal of Educational Policy , vol.16 , Issue.2 , pp. 149-161
    • Sachs, J.1
  • 40
    • 27744560197 scopus 로고    scopus 로고
    • Scottish Executive Education Department SEED, Edinburgh
    • Scottish Executive Education Department (2002) The standard for full registration, SEED, Edinburgh
    • (2002) The Standard for Full Registration
  • 41
    • 12844283289 scopus 로고    scopus 로고
    • Scottish Executive Education Department SEED, Edinburgh
    • Scottish Executive Education Department (2002) The standard for chartered teacher, SEED, Edinburgh
    • (2002) The Standard for Chartered Teacher
  • 42
    • 67650854379 scopus 로고    scopus 로고
    • Scottish Executive Education Department SEED, Edinburgh
    • Scottish Executive Education Department (2002) Professional review and development, SEED, Edinburgh
    • (2002) Professional Review and Development
  • 44
    • 0034343293 scopus 로고    scopus 로고
    • The National Grid for Learning: Panacea or panopticon?
    • Selwyn, N. (1999) The National Grid for Learning: Panacea or panopticon?. British Journal of Sociology of Education, 21:2, pp. 243-252.
    • (1999) British Journal of Sociology of Education , vol.21 , Issue.2 , pp. 243-252
    • Selwyn, N.1
  • 46
    • 85016295103 scopus 로고    scopus 로고
    • ICT professional learning: Towards communities of practice
    • Webb, I., Robertson, M. and Fluck, A. (2005) ICT professional learning: towards communities of practice. Journal of In-service Education, 31:4, pp. 617-633.
    • (2005) Journal of In-service Education , vol.31 , Issue.4 , pp. 617-633
    • Webb, I.1    Robertson, M.2    Fluck, A.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.