Virtual environments and the ongoing work of becoming a Singapore teacher

Abstract The study explores the intersection between cyberinfrastructure and models of teacher education and professional development in Singapore. A case study explores how a pre-service and an in-service workshop in a virtual environment support efforts to understand and enlist constructivist pedagogies for classroom learning and to foster continuous teacher learning. The study involves a survey of participants' concerns and perceived challenges in light of prior experiences, to understand potential similarities and differences between current and future teachers. The results indicate complementary experiences between in-service and pre-service participants. Results also indicate the need for further inquiry into using virtual environments to support integrated models of professional development and teacher education.

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