Search results for: Online community
Page 1/1 9 items
Supporting One Another as Beginning Teacher Educators: Forging An Online Community of Critical inquiry into Practice
The authors were beginning teacher educators, who were interested to explore their practice and new roles as teacher educators in new contexts. The authors argue that dialog and collaborative reflection have transformed their practice in important and distinctive ways and changed the way they approach their work and how they interact with students. Their findings reveal that mentoring relationships must include four important factors: friendship, collaboration in research and career development, information about policies (e.g. tenure and promotion), and intellectual guidance.
Updated: Sep. 12, 2018
This article is based on the experience gained with an online learning community developed as part of a pilot project that followed a national research study of in-service career and technical education (CTE) administrators and teachers. The authors summarize the most salient points when designing a learning community website, the following features need to be in place to promote interaction: clarify the goals of the website, its function and limitations; ensure privacy from the outside and a psychologically safe environment; ensure that community members understand the features of the website; structure authentic learning tasks, dialog, and posting activity to match the goals of the course; a facilitator or moderator should encourage and reinforce the initial postings, especially from novices; encourage threaded discussion groups to form according to problem topic or academic area; and activities will need to have time limits.
Updated: Oct. 28, 2014
What Are Student Inservice Teachers Talking about in their Online Communities of Practice? Investigating Student Inservice Teachers’ Experiences in a Double-Layered CoP
This case study is the first phase of a large-scale design-based research project to implement a theoretically derived double-layered CoP model within real-world teacher development practices. The main goal of this first iteration is to evaluate the courses and test and refine the CoP model for future implementations. This article demonstrates the potential synergies between two major approaches to teacher professional development practices: i) teachers’ CoPs development and ii) online teacher education courses. The analysis of student inservice teachers’ CoPs experiences shows that the two layers of CoPs supported each other iteratively through the course period.
Updated: May. 26, 2014
The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program
The current study examines the affordances of blogging on establishing communities of practice within an elementary teacher education program. The authors examined pre-service teacher participation in an online community of practice where pre-service teachers, over the course of their elementary education program. An analysis of the data demonstrated tensions around epistemologies, community and identity development.
Updated: May. 26, 2014
Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers’ Development of Online Learning Communities
This article presents a study which integrated collaborative problem-based learning (collaborative PBL) with blended learning. The purpose of the study was to explore the emerging process and function of online learning communities among preservice teachers. The findings show that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; and (b) the preservice teachers’ online learning communities emerged via four stages.
Updated: Apr. 26, 2011
Online Dialog: A Tool to Support Preservice Teacher Candidates’ Understanding of Literacy Teaching and Practice
This article describes a mixed methods research study into preservice undergraduate literacy methods courses. This research examined how online, asynchronously conducted discussions influenced and impacted preservice teachers’ literacy understanding. The study demonstrated how asynchronously conducted discussions supported preservice teachers in acquiring and refining the content and pedagogical knowledge needed to teach literacy. This study has implications for how teacher educators prepare teacher candidates in the teaching of literacy for all learners.
Updated: Jun. 13, 2010
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers?
The purpose of the study was to examine reasons for teacher participation in online communities of K-12 teachers. The following research question guided this study: Why do teachers want to participate in self-generated online communities of teachers? These online communities of teachers are communities of practice in online environments. 23 teachers participated in the study. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie.
Updated: May. 21, 2009
This interpretive case study investigates an attempt to add an online component—the On-line Literacy Project—to a successful face-to-face professional development community. Six members of the Literacy Project, which was carried out in the school board of a western Canadian city., participated in the study. Analysis of data showed that although participants acknowledged the potential of the Online Literacy Project the concept was poorly understood, received little support, and was not deemed relevant for a number of reasons, many of which are reported in the information and communication technology literature.
Updated: May. 04, 2009
This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding from this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss issues, and to make new connections with colleagues as well as with their principal.
Updated: Nov. 03, 2008