Mobilising Teacher Education: A Study of a Professional Learning Community

Autor/inn/en	Schuck, Sandy; Aubusson, Peter; Kearney, Matthew; Burden, Kevin
Titel	Mobilising Teacher Education: A Study of a Professional Learning Community
Quelle	In: Teacher Development, 17 (2013) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2012.752671
Schlagwörter	Electronic Learning; Teacher Education; Communities of Practice; Teacher Educators; Adult Educators; Teacher Collaboration; College Instruction; Foreign Countries; Telecommunications; Handheld Devices; Learning Strategies; Technology Uses in Education; Australia + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Community; Teacher education; Education; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Hochschullehre; Ausland; Telekommunikationstechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien
Abstract	This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt they needed to develop expertise in mobile learning so that they could incorporate it into their teaching. They studied their own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best-practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. The authors conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10