The document discusses the importance of collaboration between universities, schools, and educators. It describes how the Educating the Educators Team works to develop strong partnerships through various telelearning activities, including virtual spaces for information sharing, online communication between students and teachers, and contributing to new online resources. It also presents a six-phase tentative model for professional development in telelearning that focuses on developing participant and community autonomy through an electronic network to connect conceptors and users.

1. We can see the importance of working in close cooperation with
teachers, schools and school boards.
• The Educating the Educators Team works on the
development of strong university/school collaboration with
special attention to: telelearning activities, harmonious
combinations of face-to-face interaction, online
communication between learners, teachers, student
teachers, and teacher educators, virtual places for
information and interaction, that is, areas in cyberspace
where one member of a learning community and others
could find relevant educational ressources, communicate
with researchers and mentors, engage conversation in
virtual groups, and contribute to the development of new
online ressources, and state-of-the-art sites for leading
edge Canadian telelearning technologies.
•
A SIX-PHASE TENTATIVE MODEL
FOR PROFESSIONAL DEVELOPMENT IN TELELEARNING
• The model is based on a logic which focuses on the
development of participants' autonomy as well as that
of the learning communities. The electronic network is
looked at as an indispensable means to meet the
objectives. But its integration in schools and
classrooms relies mainly on the successful connection
between conceptors' imagination and the users'. The
teacher educators' role is a key element of success as
they are at the forefront to explain the students how
the ICT constitute one of the important tools they
could use to meet their pedagogical goals and
responsibilities.