Edcamp unconferences: Educators' perspectives on an untraditional professional learning experience

Carpenter, Jeffrey P.; Linton, Jayme

doi:10.1016/j.tate.2016.03.004

Cited by 27 publications

(17 citation statements)

References 43 publications

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“…Experiential learning is an important aspect of teacher's professional competence. Regarding cognitive competence conception, experiential learning is considered as strategy of the activity (Carpenter & Linton, 2016), while professional competence with regard to functions is compared to SOCIETY. INTEGRATION.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In such cases dealing with the occurring problems one has to apply experience-based knowledge. Thus, learning from experience becomes crucially important within life-long learning paradigm (Carpenter & Linton, 2016) as such learning is usually random, spontaneous and derives from life experience. Due to the qualities, experiential learning can be considered as a part of informal learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teachers' professional development should be considered as life-long process whereas informal learning must be provided more significance (Dačiulytė, Dromantienė, Indrašienė, Merfeldaitė, Nefas, Penkauskienė, Prakapas, & Railienė, 2013;Evans, 2019;Molzberger, 2016). On the other hand, not all individuals have equal conditions for life-long improvement and, therefore, establishing structures to develop the competence are needed (Carpenter & Linton, 2016;Hamacher, Eickholt, Lenartz, & Blanco, 2012). However, in order to help, one must initially understand what determines development of the competence by informal learning.…”

Section: Introductionmentioning

confidence: 99%

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Experiential Learning as the Precondition of Teacher’s Professional Competence Development

Dobržinskienė

Paurienė

Stepanovienė

2019

SIE

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Society is pausing higher and higher requirements for teachers regarding their professionalism, efficiency of activity, personal qualities and other aspects. If we treated teachers’ professional development as a life-long process, we would find alternative learning forms, which enable continuous, individual and flexible learning. It is important to reveal the role of informal learning in the area of life-long learning process because its significance to teacher’s professional competence has not been fully estimated. Knowledge, skills, and abilities that teachers bring into their professional activity, gained as the outcome of informal learning and development, are not adequately valued. Insufficient attention is paid to professionality and contextuality of teacher’s professional competence development. Therefore, it is crucial to perceive experiential learning which determines development of the competence as a constituent part of informal learning. The aim of the article is to reveal the interaction between experiential learning and teacher’s professional competence development. Methodology of the research encompasses both theoretical, namely scientific literature analysis and summary, and empiric research methods. Qualitative research data were collected using biographical-narrative interviews while data analysis and findings are based on Abductive Reasoning Theory according to Peirce, Grounded Theory according to Strauss and Corbin and Formulating Interpretation according to Bohnsack. Scientific literature analysis has revealed that experiental learning is frequently random, spontaneous and unplanned. Due to its nature it is considered as a part of informal learning. The results of the biographical-narrative interviews with teachers show that professional activity provides pedagogues with rich experience and opportunity to develop regarding the contents of the subject taught as well as methodological and personal perspectives.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Experiential Learning as the Precondition of Teacher’s Professional Competence Development

Dobržinskienė

Paurienė

Stepanovienė

2019

SIE

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“…Many participating librarians reported that they were considered as someone who simply looked after the library, rather than as a collaborative partner. Other barriers to teacher collaboration are highlighted by Carpenter and Linton (2016).…”

Section: Literature Reviewmentioning

confidence: 99%

School library staff perspectives on teacher information literacy and collaboration

McKeever¹,

Bates

Reilly³

2017

JIL

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Pupils need to develop information literacy (IL) skills in schools in order to be active members of a skilled workforce, for lifelong learning and digital citizenship. However, there has been little focus on the extent to which this happens in a classroom setting and on information competencies of teachers. As part of a broader study of teachers' knowledge and perceptions of IL, librarians in schools in Northern Ireland were interviewed. Findings reveal low levels of collaboration with teachers. Recommendations are made regarding how to overcome challenges involved in developing teachers' IL so that they can better support learners. How strong a presence does IL have in initial teacher education courses in NI?  What do teachers think about IL in the curriculum?  Are teachers teaching IL skills? This paper focuses on the first question from the perspective of school library staff, as they were able to provide insight into teacher-school librarian relationships and the extent to which teachers engage with the school library in relation to IL.

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“…Amidst these conditions, digital technologies and everyday media practices have opened public, more participatory, and collaborative repertoires through which educators have begun to frequently engaging in professionally-relevant learning (Gover, 2017;Jones & Dexter, 2014;Pew Internet & American Life Project, 2013). At times both promising and also problematic, efforts like Twitter chats (Carpenter & Krutka, 2015;Visser, Evering, & Barrett, 2014), EdCamps (Carpenter & Linton, 2016), and online affinity spaces (Nacu, Martin, Pinkard, & Gray, 2016) have sought to honor educator curiosity and amplify the affordances of new technologies as relevant to everyday problems of practice (see also Nussbaum-Beach & Hall, 2012;Smith, West-Puckett, Cantrill, & Zamora, 2016). These emerging approaches to educator learning highlight the limitations of routinized and formally sanctioned professional development, and further disrupt assumptions about how time and space bound hybrid learning environments and practices.…”

Section: Introductionmentioning

confidence: 99%

The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts

Kalir¹,

Pérez²

2018

Preprint

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This case study examines educator learning as mediated by open web annotation among sociopolitical texts and contexts. The chapter introduces annotation practices and conceptualizes intertextuality to describe how open web annotation creates dialogic spaces which gather together people and texts, coordinates meaning-making, and encourages political agency. This perspective on texts-as-contexts is used to present and analyze educator participation in the Marginal Syllabus, a social design experiment that leverages open web annotation to foster conversation about educational equity. One conversation from the inaugural year of the Marginal Syllabus is analyzed using mixed method approaches to data

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Edcamp unconferences: Educators' perspectives on an untraditional professional learning experience

Cited by 27 publications

References 43 publications

Experiential Learning as the Precondition of Teacher’s Professional Competence Development

Experiential Learning as the Precondition of Teacher’s Professional Competence Development

School library staff perspectives on teacher information literacy and collaboration

The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts

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