Search results for: Tammets Kairit
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This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. The authors discovered that many novices felt that there was insufficient support from other teachers and from university experts.
Updated: Sep. 12, 2019
Implementing A Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers
This article proposes that in teachers’ professional development, using the cross-organisational learning and knowledge building model (LKB model) might better connect individual and organisational learning and promote teacher professional development. The authors provide the developed and validated cross-organisational LKB model in the teacher development context with the support of e-portfolio. The authors also discuss the barriers to be overcome when applying the LKB model. Finally, the authors present scenarios developed together with the stakeholders.The findings reveal the following barriers in applying LKB model: teachers’ habits for documenting and externalising their knowledge, participation in cross-organisational communities of educators, and their technical preparedness.
Updated: Oct. 30, 2013