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Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2362
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dc.contributor.authorGeorgiou, Yiannis
dc.contributor.authorKyza, Eleni A.
dc.contributor.authorIoannou, Andri I.
dc.date.accessioned2020-01-08T16:51:32Z
dc.date.accessioned2020-01-08T22:04:17Z-
dc.date.available2020-01-08T16:51:32Z
dc.date.available2020-01-08T22:04:17Z-
dc.date.issued2012-07
dc.identifier.citationGeorgiou, Y., Kyza, E. A., & Ioannou, A. I. (2012). Creating and Sustaining Online Communities of Practice for Science Teachers' Professional Development: Overcoming the Barriers. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 533-534). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.533
dc.identifier.urihttps://repository.isls.org//handle/1/2362-
dc.description.abstractWe report on the creation of online teacher communities within the framework of the PROFILES project, aiming at teachers' professional development in inquiry-based science education. It was anticipated that teachers would form active communities of practice to support the integration of inquiry and new technologies into their lessons. An exploratory approach was used to trace the local needs of the teachers and to identify the role of the online communities to support continuous professional development.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleCreating and Sustaining Online Communities of Practice for Science Teachers' Professional Development: Overcoming the Barriersen_US
dc.typePostersen_US
Appears in Collections:ICLS 2012

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