Page 202 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 202
Existing practices across the world show several approaches to on-
line trainings for educators. Some only target educators (such as
Neopass@ction, MyTeachingPartner or SecondChanceEducation.eu),
others are used by educators and students (such as Glow Connect)
while in some others the educators are only a small group of tar-
get participants (like Aula Mentor from Spain). They use different
methods such as online classrooms (e.g. Aula Mentor), sharing re-
sources online (e.g. Glow Connect, SecondChanceEducation.eu,
OpeningUpSlovenia, Neopass@ction, MyTeachingPartner), exam-
ples of best practices (e.g. SecondChanceEducation.eu), discussion
groups and forums (e.g. Glow Connect), web-mediated coaching
(MyTeachingPartner) etc. The online platforms also differ regard-
ing whether they include a trainer, mentor or tutor. Some include
a tutor in an online environment to ensure that objectives are met
(e.g. Aula Mentor, Neopass@ction), others include expert consult-
ants (e.g. Glow Connect, MyTeachingPartner) and often rely on the
role of a moderator to supervise the contents (e.g. Neopass@ction,
MyTeachingPartner, OpeningUpSlovenia, SecondChanceEducation.
eu, Glow Connect). Currently, only a few of the above resources of-
fer contents that specifically address early school leaving (ESL); how-
ever, such tools are being specifically developed within the TITA
project.
Key words: online training platforms, professional development,
teacher competences, team cooperation
Introduction
Educators’ work tasks are very complex and have been changing rapidly
in the last few decades, thereby offering a great challenge for both educa-
tors’ performance and job satisfaction. In order to stay in touch with these
challenges, educators tend to attend diverse professional development pro-
grammes. E-learning or learning with the assistance of ICT (such as on-
line trainings) is one of the approaches that provides effective assistance for
professional development because it can ensure rapid communication be-
tween colleagues and improves the quality of the work (Chang, 2016), but
the choice of a method of e-learning is complex.
Learning based on ICT has several variations and can be carried out
as any combination of: purely online (no face-to-face meetings), blend-
ed learning (combination of online and face-to-face), tutor-led group,
202
line trainings for educators. Some only target educators (such as
Neopass@ction, MyTeachingPartner or SecondChanceEducation.eu),
others are used by educators and students (such as Glow Connect)
while in some others the educators are only a small group of tar-
get participants (like Aula Mentor from Spain). They use different
methods such as online classrooms (e.g. Aula Mentor), sharing re-
sources online (e.g. Glow Connect, SecondChanceEducation.eu,
OpeningUpSlovenia, Neopass@ction, MyTeachingPartner), exam-
ples of best practices (e.g. SecondChanceEducation.eu), discussion
groups and forums (e.g. Glow Connect), web-mediated coaching
(MyTeachingPartner) etc. The online platforms also differ regard-
ing whether they include a trainer, mentor or tutor. Some include
a tutor in an online environment to ensure that objectives are met
(e.g. Aula Mentor, Neopass@ction), others include expert consult-
ants (e.g. Glow Connect, MyTeachingPartner) and often rely on the
role of a moderator to supervise the contents (e.g. Neopass@ction,
MyTeachingPartner, OpeningUpSlovenia, SecondChanceEducation.
eu, Glow Connect). Currently, only a few of the above resources of-
fer contents that specifically address early school leaving (ESL); how-
ever, such tools are being specifically developed within the TITA
project.
Key words: online training platforms, professional development,
teacher competences, team cooperation
Introduction
Educators’ work tasks are very complex and have been changing rapidly
in the last few decades, thereby offering a great challenge for both educa-
tors’ performance and job satisfaction. In order to stay in touch with these
challenges, educators tend to attend diverse professional development pro-
grammes. E-learning or learning with the assistance of ICT (such as on-
line trainings) is one of the approaches that provides effective assistance for
professional development because it can ensure rapid communication be-
tween colleagues and improves the quality of the work (Chang, 2016), but
the choice of a method of e-learning is complex.
Learning based on ICT has several variations and can be carried out
as any combination of: purely online (no face-to-face meetings), blend-
ed learning (combination of online and face-to-face), tutor-led group,
202
