Designing for Technology-Enabled Reflective Practice: Teachers’ Voices on Participating in a Connected Learning Practice
Approximately 2000 secondary school teachers, many for the first time, experienced participating in a technology-enabled, practice-based, blended learning teacher professional development programme. A majority of the teachers work in schools situated in rural and remote locations, teaching students from socio-economically marginalised backgrounds. Thus far, the programme has enabled university-school linkages through the formation of teacher communities of practice and through certification courses. This chapter explores the teachers’ voices, experiences and changes in beliefs and practices through participating in the continuous professional development programme implemented at scale in the Indian context to evaluate the processes and argues that the integration of academic, administrative and policy goals at every level of the intervention is vital for sustaining teacher professional development quality at scale.
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