The DOI matches its Crossref record.
Do online web resources help professionals to work more effectively? A case study based on three sites
Abstract
This article contains important messages for all those with an interest in enhancing the effectiveness of professional development supported by websites. It is informed by the findings of a Training and Development Agency for Schools (TDA) funded evaluation of the use and effectiveness of three websites whose development the TDA had supported. Data were collected from teacher educators and student teachers from a variety of initial teacher education (ITE) providers by means of face-to-face, telephone and e-interviews, as well as case study visits. It was found that although all three websites were regarded as being high quality, their effectiveness in supporting professional development varied. This article considers possible reasons for this and implications for other websites, not just within the English and schools contexts, but also more globally.
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“targeting individual needs, strengths and interests (Burgess and Mayes 2008;Chambers, Threlfall, and Roper 2012;Coole and Watts 2009;Tai et al. 2019), including also preferred e-learning styles (Coole and Watts 2009;Ducan and Barnett 2009), and users' technology experience (Chieu, Herbst, and Weiss 2011);”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Chambers, Threlfall, and Roper 2012
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 6
- Brown M., 2003, Teaching as design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice?
- 10.1080/14759390600769094 · DOI
- Dreyfus H.L., 2001, On the internet
- 10.2304/pfie.2011.9.5.644 · DOI
- Rogers E., 2003, Diffusion of innovations
- 10.1080/14759390600769680 · DOI
Cited by
Sorted by citations
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Chambers, G. N., Threlfall, J., & Roper, T.
- Affiliations
- University of Leeds (GB)
- Corresponding author
- Chambers, Gary N.
- ORCID
- Chambers, Gary N.
- Venue
- Journal of Education for Teaching
- Publisher
- Informa UK Limited
- Published
- 2012-08-29
- Volume
- 38
- Issue
- 4
- Pages
- 407-418
- ISSN
- 0260-7476 (ISSN-L)
- 1360-0540
- OpenAlex
- W1509939668
- Cited by
- 8
- References
- 0
- Citations by year
- 2024: 1 · 2023: 1 · 2022: 1 · 2021: 1 · 2020: 1 · 2017: 1 · 2014: 2
- FWCI
- 3.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Education for Teaching International Research and Pedagogy (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- professional development, initial teacher education, teacher educators, pre-service teachers, website effectiveness, online learning
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- CoChat. (2026). Citation check: Do online web resources help professionals to work more effectively? A case study based on three sites. https://app.cochat.ai/papers/10.1080/02607476.2012.707923
- The paper
- Chambers, G. N., Threlfall, J., & Roper, T. (2012). Do online web resources help professionals to work more effectively? A case study based on three sites. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2012.707923
