By Patrick Alan Danaher (Editor), Abdurrahman Umar (Editor)
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Extra resources for Perspectives on Distance Education: Teacher Education through Open and Distance Learning
Sample text
Pfeiffer: San Francisco, pp. 338–350. Perraton, H. (1993). Distance Education for Teacher Training. Routledge: London. Perraton, H. (2000). Open and Distance Learning in the Developing World. Routledge: London. Preece, J. (2000). Online Communities: Supporting Sociability, Designing Usability. John Wiley: New York. P. (2002). ” The Internet and Higher Education 5(4): 319–332. G. (2003). Distance Delivery of Pre-Service Teacher Education: Lessons for Good Practice from Twenty-One International Programs.
Most teacher education programmes must attain some form of accreditation if their graduates are to gain teacher registration. Accreditation is usually for a set time. The accreditation process can involve accreditation at the institution level or accreditation at the programme level. Ongoing monitoring is often another requirement. Distance delivery is frequently not well understood by accreditation panel members, who seldom have expertise in open and distance education. This lack of expert knowledge is especially concerning for distance-only institutions such as open universities.
2006). In 24 developing countries, there has been an imperative to provide universal basic education for citizens. Meeting this objective requires qualified teachers. ]). Examples of teacher education being delivered through ODL in Africa, Australia and New Zealand show that there is a strong foundation on which to build. Africa In Africa, a wealth of open and distance-delivered teacher education programmes exists, using a variety of approaches. The legacy of colonialism, racism and poverty has resulted in large sections of the population being poorly served by past education policies and practices (Zindi and Aucoin 1995).
