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Online Platform Support for Sustained, Collaborative and Self-Directed Engagement of Teachers in a Blended Professional Development Program

机译：在线平台支持混合专业发展计划中教师的持续，协作和自主参与

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Thomas Osburg; Albena Todorova;
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年度 2015
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1. Exploring Elements That Support Teachers Engagement in Online Professional Development [J] . Jo Tondeur, Sarah Prestridge Education Sciences . 2015,第3期

机译：探索支持教师参与在线专业发展的要素
2. Supporting English As a Second Language (ESL) Teachers’ Professional Development Through Multi-Platforms’ Online Affinity Space [J] . Abdul Hakim Ali Bin Abdul Aziz, Wan Zhafirah Binti Wan Zainudin, Radzuwan Ab Rashid International Journal of Interactive Mobile Technologies . 2020,第09期

机译：通过多平台的在线亲和空间支持英语作为第二语言（ESL）教师专业发展
3. Toward âhybridisedâ faculty development for the twentyâfirst century: blending online communities of practice and faceâtoâface meetings in instructional and professional support programmes [J] . Catherine F. Brooksa* Innovations in Education and Teaching International . 2010,第3期

机译：迈向20世纪的“混合型”教师发展：在实践和面授方面融合在线社区，以面对面的教学和专业支持计划会议
4. Online Platform Support for Sustained, Collaborative and Self-directed Engagement of Teachers in a Blended Professional Development Program [C] . Thomas Osburg, Albena Todorova Advances in web based learning . 2009

机译：在线平台支持教师在混合型专业发展计划中的持续，协作和自我指导的参与
5. Online Teacher Education: Learning Community Development and Self-Directed Professional Learning [D] . Herman, David Neil 2019

机译：在线教师教育：学习社区发展和自主学习
6. A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers [O] . William T. Branch Jr, Richard M. Frankel, Janet P. Hafler, -1

机译：人文主义的多机构纵向教师发展计划支持教师的专业发展
7. THE ENHANCEMENT OF SELF-DIRECTED LEARNING THROUGH THE ENGAGEMENT IN PROBLEM-BASED LEARNING ACTIVITIES DURING A PROFESSIONAL DEVELOPMENT PROGRAMME ON INDIGENOUS KNOWLEDGE FOR TECHNOLOGY TEACHERS [O] . Benjamin Seleke, Marietjie Havenga, Josef De Beer 2019

机译：通过在技术教师的土着知识上的专业发展计划中的基于问题的学习活动中的参与，通过参与自我指导学习

Online Platform Support for Sustained, Collaborative and Self-Directed Engagement of Teachers in a Blended Professional Development Program

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