Search results for: Learning communities
Page 2/3 21 items
The authors propose that the advent and ubiquity of new media tools and social networking resources provide a means for professional, networked learning to “scale up.” The authors argue that in order to launch and sustain local movements for making teaching public and shared, educators need to develop the habits of having multimedia documentation tools close at hand. The authors believe that making practice public in this way can be transformative.
Updated: Apr. 27, 2010
Supporting Professional Learning through Teacher Educator Enquiries: An Ethnographic Insight into Developing Understandings and Changing Identities
The purpose of this paper is to share how pedagogic practice nurturing an Enquiry Design learning community can support teacher educators, enhancing their research understanding and developing their researcher identity through a socially mediated educative process. The findings of the study indicate how a social constructivist approach to teaching research design can support teacher enquiries focused on a range of issues including developing the nature of reflectivity, enhancing professional learning, emancipating practice, enhancing constructive collaborative discussions, improving problem-solving pedagogy, making judgements about effectiveness of training and supporting affective accreditation.
Updated: Mar. 21, 2010
An Inquiry-Based Practicum Model: What Knowledge, Practices, and Relationships Typify Empowering Teaching and Learning Experiences for Student Teachers, Cooperating Teachers and College Supervisors?
The author explores an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing discourse. The purpose of this discourse is to investigate the teacher–learner (expert–novice) reciprocity, school culture and social relations.
Updated: Jun. 08, 2009
The paper explores the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular it focuses on a learning communities model of professional experience. This model puts its emphasis on relationships and pays attention to the complex and dynamic interactions between individuals and their ‘student teaching’ contexts.
Updated: Jun. 08, 2009
Bridging the Real and Ideal: A Comparison between Learning Community Characteristics and A School-based Case Study
This study investigates a small Canadian school's initial attempt at promoting a “learning community” approach. The study also compares it to the ideals of collaborative teamwork set out by recent scholarship.
Updated: Apr. 01, 2009
In this paper, an initial theory of online learning as online participation is suggested. It is argued that online learner participation (1) is a complex process of taking part and maintaining relations with others,(2) is supported by physical and psychological tools, (3) is not synonymous with talking or writing, and(4) is supported by all kinds of engaging activities. The implication of the theory is straightforward: If we want to enhance online learning, we need to enhance online learner participation.
Updated: Nov. 30, 2008
This article uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment.It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons.
Updated: Nov. 09, 2008
Teachers are on the frontline of a changing society, but their teaching has not been appropriate for students who are prepared to solve problems, adapt, and think critically. The purpose of this article is to inform us that teachers need a community of learning in order to achieve professional development, and improve their teaching abilities.
Updated: Oct. 24, 2008
Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities
The study explores beginning teachers' examination of the politics of inquiry communities. The qualitative study aims at examining how novice teachers learn to fit in politically in inquiry groups, and construct understandings of the organizational structures and professional cultures of their schools.
Updated: May. 01, 2008
Conflicts arising in learning communities are the subject of the study. An analysis of a small group of teachers over a 2-year period was conducted. Data gathered included journal entries, focus-group discussions and individual interviews. Weick's (1979) four developmental stages of collaboration provide a broader understanding of why conflict occurs in learning communities and its effect on collaborative learning.
Updated: Apr. 08, 2008