Research on Different Teacher Groups' Levels of Reflection in Teachers' Online Community of Practice

Wang, Lu

doi:10.1109/eitt.2014.34

Cited by 2 publications

(2 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The primary concept of COPs is solving learning problems happened on face-to-face circumstances. In recent years, with the popularization and application of network technology, online communities of practice have come into being [8].…”

Section: B Km In Copsmentioning

confidence: 99%

Study on Knowledge Management Behaviors in Teachers' Online Communities of Practice

Zhang

Liu

2014

2014 International Conference of Educational Innovation Through Technology

View full text Add to dashboard Cite

Nowadays, studying knowledge management behaviors has been a hot topic in the field of research on teachers' professional development. KM has always been viewed as an important mission of communities of practice. This paper focuses on elementary and secondary school teachers in "Beijing Dongcheng District's Teachers' Communities of Practice Program (Phase II)", and conducted social network analysis as well as content analysis on teachers' activities in a community of practice during half a year, which mainly focuses on the KM behaviors of core and peripheral individuals, and a conclusion was drawn that teachers' online communities of practice have a sparse social network structure which is mainly formed by legitimate peripheral participation. Also, it was concluded that the knowledge management behaviors of core and peripheral individuals in teachers' online communities of practice were significantly different, and core individuals' typical knowledge management behaviors were refined through interviewing method.

show abstract

Section: B Km In Copsmentioning

confidence: 99%

Study on Knowledge Management Behaviors in Teachers' Online Communities of Practice

Zhang

Liu

2014

2014 International Conference of Educational Innovation Through Technology

View full text Add to dashboard Cite

show abstract

“…For example, Wang (2012b) identified from correlation analysis with big data on one year's teaching behavior of 120 reliable teachers who had joined a Online Communities of Practice (COP) and received training where, in terms of high level reflection on teaching, correlation on the level of reflection on teaching between novice teachers and key teachers wais 0.996 at the 0.01 significance level. In brief, in this regard these two groups of teachers are positively and significantly correlated.…”

Section: Big Data On Classroom Teaching Behavior and Related Researchmentioning

confidence: 99%

Classroom Questioning Tendencies from the Perspective of Big Data

Wang

Rongxiao²

2016

Front Educ China

Self Cite

View full text Add to dashboard Cite

We are now living in an era of big data. From the perspective of data analysis of classroom questioning, the paper chooses three districts in City B that have significant differences. These are educationally developed District D, less developed District F, and developing District M. The study uses the stratified sampling method to choose from three different groups of teachers, namely novice teachers, competent teachers, and experienced teachers, by way of video case analysis, the Item Response Theory (IRT) model method, and the inductive and deductive method, to analyze the characteristics of teachers' classroom questions. It was found that: (1) In terms of open questioning, all three districts with their different levels in educational development need to improve open questioning levels among their experienced primary school teachers. In middle schools, novice teachers' open questioning tendency is significantly lower than that of qualified and experienced teachers; (2) From the quantitative study of three kinds of tendencies, the lowest level of the three tendencies in the classroom questions is problem-solving; (3) In the three districts, the experienced and qualified primary school teachers in the developing district has a prominent advantage in raising critical and creative questions, while in the middle schools, novice teachers generally have a lower level than qualified and experienced teachers in raising critical and creative questions. The results of the big data analysis enable us to draw a conclusion about teachers' value orientation regarding questioning in class. At present, they pay attention to the local value of classroom questioning, but ignore the overall value; pay attention to the instrumental value of classroom questioning, but ignore the objective value; and pay attention to the superficial value of classroom questions, but ignore the underlying value.

show abstract

Research on Different Teacher Groups' Levels of Reflection in Teachers' Online Community of Practice

Cited by 2 publications

References 21 publications

Study on Knowledge Management Behaviors in Teachers' Online Communities of Practice

Study on Knowledge Management Behaviors in Teachers' Online Communities of Practice

Classroom Questioning Tendencies from the Perspective of Big Data

Contact Info

Product

Resources

About