【摘要】 尽管英国学校对数字技术的投资非常可观,但是却未能取得支持者所预期的效果。这引发了有关以往教师持续专业发展形式有效性的争议。Vital项目历时四年(2009—2013),英国各级政府出资940万英镑,旨在加强学校的数字技术应用和计算机应用教学。Vital项目由英国开放大学主持,项目组回顾了相关文献并凭借在开展有支持的开放学习和发展虚拟社区方面的丰富经验,开发了一系列不断改进的专业发展产品。Vital所有的产品都基于这样的理念:视教师为专家,并认为实践者研究包含了文献所认同的有效持续专业发展的一切因素。本文介绍了Vital项目三个不同实施阶段所研发的、不断改进的持续专业发展模式,包括有支持的在线课程、社区网站、"教学会议"和"教学共享"、校内专业发展合作以及借助EdFutures.net发布和共享关于项目所积累的(研究)证据。本文还根据Vital的经验阐述了什么是有效持续专业发展。更多还原

【Abstract】 Despite substantial investments in digital technology in schools the impact has been less than advocates anticipated. This raises issues about the effectiveness of past approaches to the continuing professional development(CPD) of teachers. Vital was a ￡9.4 million programme, funded by English governments between 2009 and 2013, to enhance the use of digital technology and the teaching of computing in schools. Vital, which was provided by the Open University(UK), developed an evolving range of professional development, informed by a review of the literature and extensive experience of supported open learning and developing online communities. Underpinning all of Vital’s provision was a view of teachers as experts, and practitioner research as incorporating all the key elements of effective CPD identified in the literature. The evolving models of CPD developed by Vital during three distinct phases of its operation are described. These include: supported online courses; community websites; TeachMeets and TeachShares; the In-house Professional Development Partnership; and the development and sharing of evidence through EdFutures.net. Based on Vital’s experiences some suggestions are made about what constitutes effective CPD.更多还原