Authors: Admiraal, Wilfried; Lockhorst, Ditte; Beishuizen, Jos; Pilot, Albert

Source: BJEP Monograph Series II, Number 5 - Learning through Digital Technologies, Volume 1, Number 1, 1 July 2007 , pp. 59-69(11)

Abstract:

In general, teacher professional development particularly focuses on the growth in competences in the area of pedadogy, classroom management, design of educational materials, and assessment and evaluation. If social competences of teachers are addressed, social interaction (communication as well as collaboration) is seen as a condition for learning effects in terms of acquiring more knowledge and skills in pedagogy and the subject matter. The assumption is that the more frequent, regular and shared the social interaction is, the more will be learned in terms of pedagogical skills and content knowledge. However, we argue that social competences themselves are also important in the profile of a competent and experienced teacher in secondary education. Teachers who are able and willing to interact, communicate and collaborate with peers and colleagues not only learn themselves but also stimulate a learning culture in a school. In this paper, we will elaborate on supporting the development of social competences of teachers in the context of computer support collaborative learning (CSCL) by student teachers in a pre-service or in-service setting and experienced teachers in the workplace.

Document Type: Research article

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