Teacher education communities of practice: More than a culture of collaboration

Patton, Kevin; Parker, Melissa

doi:10.1016/j.tate.2017.06.013

Cited by 191 publications

(104 citation statements)

References 36 publications

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“…Such environments allow teachers discuss teaching problems and share education resources and experience online (Beach, ; Ching & Hursh, ). Teacher training institutions actively build the online professional learning community (OPLC) according to the theories of social constructivism and practice of community (Cho, ; Patton & Parker, ; Tsiotakis & Jimoyiannis, ). During the process of online collaborative discourse in OPLC, teachers constantly reflect on technology integration practices (Tseng, Cheng, & Yeh, ).…”

Section: Introductionmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

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Section: Introductionmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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“…The successful of performance in education implementation can be measured if-and-only-if measurement and the objectives of the policy are indeed realistic with sociocultures that are at the educational level [11]. When the measurement and the objectives of education ideal overly to be held in schools' level, so it would be difficult to hold the policy and implementation till success.…”

Section: Resultsmentioning

confidence: 99%

An Evaluation of Graduate Competency in Elementary School

Arifin¹,

Nurdyansyah²,

Rais³

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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Abstract-In the Law on the National Education System in Indonesia explains about the eight national standards of education, which is position the competence of graduates as the center of the displacement of eight national standards of education. All power were intended to support the development of the standard of learning mastery quality contained in knowledge, skills and attitudes. Applying the standard of learning mastery was not as good as expected, many obstacles encountered. Not a few elementary schools, educators, and educational personnel who have limited understanding and skills in applying this standard. Most of elementary school have not understand the essence of the standard of learning mastery and the correlation with others standard yet. As the result, the process of preparing the standard of learning mastery only for fulfil the administrative requirement. The objective of this research was to know the implementation of the standard of learning mastery in elementary school. The research method was qualitative of description. The results of this research were: a) Lack of school of academic achievement and non-academic achievement both at national and international level, b) there was no design for improving students of postgraduate in academic or nonacademic, c) preparing rule by school for growing interest and talent students up.Keywords-the standard of learning mastery; elementary school

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“…Many successful professional development programs also include some type of community of practice where small groups of teachers, with common goals and interests, come together on a regular basis to share knowledge in an informal way (Bell et al, 2013;Glazer & Hannafin, 2008;Guzey & Roehrig, 2009;Hughes, Kerr, & Ooms, 2005;Kopcha, 2010;Patton & Parker, 2017). Communities of practice have proved useful for changing the school culture and for spreading and maintaining technology integration efforts for the longterm.…”

Section: Literature Reviewmentioning

confidence: 99%

Supporting Science Teachers’ Learner-Centered Technology Integration through Situated Mentoring

Rosenberg¹,

An²

2019

edupij

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Learner-centered technology integration is a challenging task for many teachers. In an attempt to support science teachers' learner-centered technology integration efforts, this study developed a situated mentoring program and examined its impact on teachers' attitudes, technology integration practices, and perceived barriers. Further, the study explored ways to improve the situated mentoring program. Qualitative data were collected from pre-mentoring interviews, observations, and post-mentoring interviews. The results revealed that most participants were teacher-centered and somewhat skeptical about the value of technology for learning prior to the mentoring program. The situated mentoring program had a positive effect on the participants' attitudes toward learner-centered technology integration. However, in terms of changes in technology integration practices, the results were mixed and varied from teacher to teacher. The personalized professional development and support appeared to be one of the major strengths of the situated mentoring program. Findings from the participants' program evaluation data provide useful insights into professional development for learner-centered technology integration.

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Teacher education communities of practice: More than a culture of collaboration

Cited by 191 publications

References 36 publications

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

An Evaluation of Graduate Competency in Elementary School

Supporting Science Teachers’ Learner-Centered Technology Integration through Situated Mentoring

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