Electronic Apprenticeship in the Social Construction of Teacher Knowledge: An Ethnographic Case Study of Online Learning

Autor/in	Elliott, Michelle A.
Titel	Electronic Apprenticeship in the Social Construction of Teacher Knowledge: An Ethnographic Case Study of Online Learning
Quelle	(2016), (284 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Arkansas at Little Rock
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-6304-4
Schlagwörter	Hochschulschrift; Dissertation; Ethnography; Case Studies; Electronic Learning; Faculty Development; Apprenticeships; Integrated Learning Systems; Experienced Teachers; Reading Teachers; Teacher Effectiveness; Teacher Characteristics; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnografie; Case study; Fallstudie; Case Study; Apprenticeship; Lehre; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung
Abstract	This ethnographic case study sought to understand the complex social phenomena of reflective practice for increasing teacher knowledge through an online learning community. This study adapted the cognitive apprenticeship model for use in the design of online professional development for teachers. The activity system engaged 13 veteran reading teachers from three different school districts participating in weekly online focused discussion and reflection. These activities served as the core of the 12-week online intervention for inquiry teaching. Three research questions framed the study: 1) How do teachers perceive the effectiveness of participating in an online activity system toward professional reflection? 2) How do teachers perceive the effectiveness of participating in an online activity setting toward the building of a collaborative, reflective learning community? 3) What factors do teachers report that enhance or inhibit the intervention's effectiveness? Participants reported episodes of professional reflection revealing a) awareness of their own practice, b) more purposeful planning, and c) renewed focus on student achievement. Teachers felt the use of video, articles, and discussion enhanced the effectiveness of the online professional development and increased the quality of their instructional knowledge. This sense of efficacy renewed their commitment to student learning which influenced student achievement. Teachers identified the MOODLE format and lack of familiarity with terms often associated with apprenticeship settings as aspects that inhibited their own learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01