Participatory Media for Teacher Professional Development: Toward a Self-Sustainable and Democratic Community of Practice

Autor/inn/en	Liu, Katrina; Miller, Richard; Jahng, Kyung Eun
Titel	Participatory Media for Teacher Professional Development: Toward a Self-Sustainable and Democratic Community of Practice
Quelle	In: Educational Review, 68 (2016) 4, S.420-443 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2015.1121862
Schlagwörter	Faculty Development; Communities of Practice; Higher Education; Sustainability; Workshops; Blended Learning; Democracy; Professional Continuing Education; Information Dissemination; Global Approach; International Education; Advocacy; Educational Change; Change Agents; Cohort Analysis; Information Sources; Instructional Material Evaluation; Asian Studies; Curriculum Development; Expertise; Teacher Role; Capacity Building; Human Capital; Observation; Interviews; Wisconsin + Suchen Sie Ihr Suchwort? Community; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Lernwerkstatt; Schulung; Demokratie; Berufsfeldbezogener Unterricht; Weiterbildung; Informationsverbreitung; Globales Denken; Internationale Erziehung; Sozialanwaltschaft; Bildungsreform; Kohortenanalyse; Information source; Informationsquelle; Asia; Studies; Asienwissenschaft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Expert appraisal; Lehrerrolle; Humankapital; Beobachtung; Interviewing; Interviewtechnik
Abstract	Financial and political pressures on the compulsory education teacher corps in the United States, as well as US higher education, demands a new approach to teacher professional development that shifts the focus away from repeated short-term university-based teacher professional development programmes and toward the nurturing of self-organized and self-sustaining teacher professional development communities of practice. The authors draw on six years of experience providing area studies teacher professional development to multiple cohorts of in-service and pre-service teachers in a hybrid environment to demonstrate a replicable approach to assisting teachers in building an evolving network of professionals in a self-sustaining, democratic community that can assist in the development of voice, agency, and capital for the participants. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01