Blog-Based Professional Development of English Teachers in Mumbai: The Potential of Innovative Practice under Scrutiny

Autor/in	Khan, Atiya
Titel	Blog-Based Professional Development of English Teachers in Mumbai: The Potential of Innovative Practice under Scrutiny
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 4, S.88-106 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
DOI	10.14742/ajet.2784
Schlagwörter	Foreign Countries; Faculty Development; Language Teachers; English (Second Language); Second Language Instruction; Electronic Publishing; Web Sites; Diaries; Reflective Teaching; Teacher Collaboration; Private Schools; Workshops; Questionnaires; Case Studies; Communities of Practice; Action Research; Participant Observation; Semi Structured Interviews; Qualitative Research; India + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Elektronisches Publizieren; Web-Design; Diary; Tagebuch; Lehrerkooperation; Private school; Privatschule; Lernwerkstatt; Schulung; Fragebogen; Case study; Fallstudie; Case Study; Community; Projektforschung; Teilnehmende Beobachtung; Qualitative Forschung; Indien
Abstract	The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01