Collaboration and personalisation in teacher education; the case of blogging

Turvey, Keith; Hayler, Mike

doi:10.1016/j.tate.2017.08.003

Cited by 20 publications

(20 citation statements)

References 46 publications

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“…Also, using the framework for understanding teaching and learning (Bransford, Darling-Hammond, et al, 2005) as part of question two helped me examine how participants were or were not making connections between theory and practice and understand the types of discussions happening among teachers in this online space. Additionally, while it is known that teachers engage in online learning spaces, it is not yet known how these spaces influence their work in classrooms (Kelly & Antonio, 2016;Killeavy & Moloney, 2010;Macià & García, 2016;Turvey & Hayler, 2017). This study helped to examine how discussions in an online space can inform teaching practices in the classroom…”

Section: Chapter Iii: Methodologymentioning

confidence: 99%

“…The following research questions guided my study as I sought to understand the potential of an online thirdspace where preservice and in-service teachers could engage in critical reflections and discussions. The questions that I crafted for this study potentially add to the field of education because previous literature has suggested a need to study small closed social networking sites (Kelly & Antonio, 2016;Killeavy & Moloney, 2010;Macià & García, 2016;Turvey & Hayler, 2017) and thirdspace theory has suggested a need to study a place where connections and disconnections between two spaces can be explored for reflection and renewal (Flessner, 2014). Also using the framework for understanding teaching and learning (Bransford, Darling-Hammond, et al, 2005) as a guiding question has helped me examine how participants are or are not making connections between theory and practice and understand what is happening in online spaces among educators.…”

Section: Research Questionsmentioning

confidence: 99%

“…In the early 1990's more faceto-face teacher groups and learning communities were beginning to form and networking among Although top down professional development initiatives seem to not take into consideration the individual needs of teachers (Carpenter & Harvey, 2019), self-directed learning through book studies and online communities among educators allow for "more collective shifts in understanding and adoption of innovations and reform across the teaching profession" (Lantz-Andersson et al, 2018, p. 303). However, it seems online groups are now more of an everyday experience for most educators and it is important to understand ways in which teachers are interacting in online spaces and how are these experiences are impacting their practices (Kelly & Antonio, 2016;Lantz-Andersson et al, 2018;Macià & García, 2016;Turvey & Hayler, 2017).…”

Section: Online Learning Spaces In Educationmentioning

confidence: 99%

“…Previous studies of online spaces in education indicated a need to understand what is discussed within the spaces and how participation affects teachers' practices (Kelly & Antonio, 2016;Killeavy & Moloney, 2010;Macià & García, 2016;Turvey & Hayler, 2017).…”

Section: Content Of the Interactionsmentioning

confidence: 99%

“…teachers were considered valuable experiences(Lantz-Andersson et al, 2018). More recently, with advances in technology and social media spaces becoming a part of most people's everyday lives, online learning communities with a focus on teachers and education are becoming more prevalent(Kelly & Antonio, 2016;Lantz-Andersson et al, 2018;Turvey & Hayler, 2017) Prestridge (2019). suggested professional development relates to more formal top-down approaches where participants are given minimal choice in what they learn.…”

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confidence: 99%

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A Place To Grow: Examining Teachers’ Interactions In An Online Thirdspace

Belcher¹

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CHAPTER I: BACKGROUND TO THE STUDY My desire to become an educator began at a young age when I played school with my sister. We would always fight over who would be the teacher each time we played. My own schooling experiences only furthered my love of learning: I loved school and I admired all my teachers at that time, just as young children often do. In my elementary years, school was easy for me. In high school, I had to work hard and study often, but I was still a good student. I completed my assignments, I earned good grades, and continued to admire many of my teachers. At the same time, I began to recognize that not all teaching practices were effective in supporting my learning. In college, coursework became more challenging, as I was asked to think critically and comprehend deeply. This was something new for me as most of my schooling experiences centered around a banking model (Freire, 1970), in which I was expected to regurgitate information on a test. Since this had been a common part of my experiences as a student, upon entering college, I did not recognize the potential of other possibilities. As an elementary education major in college, I realized there is more to teaching than what I enacted playing school with my sister, what I interpreted as a student, or even what I learned during my undergraduate teacher education which began in 2002. I chose to participate in the Professional Development School (PDS) program during my final year at Illinois State University (ISU). I was excited for the opportunity to work closely with a mentor teacher in a district where technology was prevalent. I had heard many great testimonials from other PDS teacher candidates, I could not have imagined being prepared to teach in another student teaching placement. However, it was also during this time that I began to notice some conflicts between my own teaching and what I learned about during my undergraduate coursework. My perspective on teaching and what it meant to be a teacher continued to evolve as I began working in my

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Section: Chapter Iii: Methodologymentioning

confidence: 99%