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Online professional development: lessons from the field

Charalambos Vrasidas (Intercollege, Nicosia Cyprus)
Michalinos Zembylas (Intercollege, Nicosia Cyprus)

Education + Training

ISSN: 0040-0912

Article publication date: 1 August 2004



This paper discusses the lessons learned from applying a theoretical framework for the professional development of teachers. This framework draws three interrelated theoretical areas: constructivism, situated and distributed cognition, and communities of practice. We first present the theoretical ideas on which this framework is based and discuss two projects that were developed following the framework. We then discuss the lessons learned and present the implications for the design of online professional development. The values of commitment, innovation, assessment, evaluation, communication, and interaction that underpins successful online professional development projects are highlighted. It is argued that using technology by itself does not support professional development; however, using technology in ways that are consistent with constructivist learning, and recognizing that online professional communities of practice can contribute to professional growth is something worthwhile to explore.



Vrasidas, C. and Zembylas, M. (2004), "Online professional development: lessons from the field", Education + Training, Vol. 46 No. 6/7, pp. 326-334.



Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited

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