"I Never Feel Alone in My Classroom": Teacher Professional Growth within a Blended Community of Practice

Autor/inn/en	Trust, Torrey; Horrocks, Brian
Titel	"I Never Feel Alone in My Classroom": Teacher Professional Growth within a Blended Community of Practice
Quelle	In: Professional Development in Education, 43 (2017) 4, S.645-665 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2016.1233507
Schlagwörter	Faculty Development; Communities of Practice; Elementary Secondary Education; Qualitative Research; Teacher Attitudes; Learning Activities; Leadership; Program Effectiveness; Blended Learning; Educational Technology; Technology Uses in Education; Semi Structured Interviews; Teacher Participation; Summer Programs; Barriers; Teacher Competencies; Networks + Suchen Sie Ihr Suchwort? Community; Qualitative Forschung; Lehrerverhalten; Lernaktivität; Führung; Führungsposition; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sommerkurs; Lehrkunst
Abstract	Well-designed face-to-face and virtual communities of practice provide opportunities for teachers to learn, grow as professionals and make changes to their practice with the support of peers. However, as more K-12 teachers become Connected Educators and act as conduits between online spaces and communities in their schools, the boundaries between face-to-face and online communities of practice are blurred. While increasingly more teachers are engaging in blended learning opportunities, there is a dearth of research about how blended communities of practice shape K-12 teachers' learning and professional growth. This manuscript reports the findings of a qualitative study that examined teachers' experiences in a blended community of practice through in-depth interviews with 26 K-12 teachers. Data analysis suggests that multiple means of engagement, face-to-face learning activities and leadership roles are critical elements that shape participation and learning in a blended community of practice. Additionally, participation in a blended community of practice creates reciprocal growth opportunities, in which teachers can develop as professionals across multiple domains (e.g. individual, classroom, school, blended community of practice), while also shaping the growth of these domains. These findings have implications for shaping the future development and research of teacher learning in blended communities of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01