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DC Field | Value | Language |
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dc.contributor.author | Bartolo, Paul A. | - |
dc.date.accessioned | 2022-07-29T08:28:09Z | - |
dc.date.available | 2022-07-29T08:28:09Z | - |
dc.date.issued | 2010 | - |
dc.identifier.citation | Bartolo, P. (2010). Teacher education online: Towards inclusive virtual learning communities. In C. Forlin (Ed.), Teacher education for inclusion : changing paradigms and innovative approaches (pp. 146-155). London: Routledge. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/100081 | - |
dc.description.abstract | Inclusive education has long been associated with the idea of learning communities. Inclusion is first of all a social phenomenon that enables all students to belong fully to their classrooms and schools by being called upon and supported to participate in collaborative learning. Such a process entails a responsive and constructivist approach to teaching and learning (Bartolo et al., 2007). Psychological constructivism calls for learner-centred teaching that encourages and enables meaningful learning by giving each learner an opportunity to link new knowledge to prior experience; and social constructivism calls for collaborative social interaction as an indispensable tool for learning. These inclusive and constructivist approaches need to be reflected also in pre-service teacher education (Bartolo and Smyth, 2009). Collaborative learning has taken a new meaning through the use of social networking tools that are enabling the creation of VLCs, i.e. virtual communities of learners who share a common interest, idea, or goal and enter into an electronic communication network of interactions “through which the process of knowledge acquisition is collaboratively created” (Palloff and Pratt, 2007, p. 5). | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Routledge | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Teachers -- Case studies | en_GB |
dc.subject | Teachers -- Training of -- Case studies | en_GB |
dc.subject | Multicultural education -- Case studies | en_GB |
dc.subject | Inclusive education -- Case studies | en_GB |
dc.title | Teacher education online : towards inclusive virtual learning communities | en_GB |
dc.title.alternative | Teacher education for inclusion : changing paradigms and innovative approaches | en_GB |
dc.type | bookPart | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.identifier.doi | 10.4324/9780203850879 | - |
Appears in Collections: | Scholarly Works - FacSoWPsy |
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Teacher_education_online.pdf Restricted Access | 124.13 kB | Adobe PDF | View/Open Request a copy |
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