New Model of Teacher Learning in an Online Network

Autor/in	Trust, Torrey
Titel	New Model of Teacher Learning in an Online Network
Quelle	In: Journal of Research on Technology in Education, 48 (2016) 4, S.290-305 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2016.1215169
Schlagwörter	Educational Technology; Technology Uses in Education; Networks; Online Surveys; Interviews; Teaching Methods; Mathematics Instruction; Communities of Practice; Teacher Behavior; Teacher Surveys; Foreign Countries; Elementary Secondary Education; Goal Orientation; Knowledge Level; Argentina; Australia; Canada; India; Italy; Mexico; Philippines; Singapore; United Kingdom; United States + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Community; Teacher behaviour; Lehrerverhalten; Ausland; Zielorientierung; Zielvorstellung; Wissensbasis; Argentinien; Australien; Kanada; Indien; Italien; Mexiko; Philippinen; Singapur; Großbritannien; USA
Abstract	While many researchers have examined teacher participation and professional development in online networks and communities, few have looked at the factors and contexts that shape how teachers learn in these online spaces. Examining teachers' learning processes within these online spaces can yield important insights for scholars, school leaders, and teacher educators who are interested in designing online networks and communities or supporting teacher professional development within these spaces. This study was designed to shed light on the multifaceted nature of teacher learning within an online network environment. Data were collected through an online survey and in-depth interviews of members in the Edmodo math subject community. A thematic analysis was conducted across the two data sets in order to identify patterns of actions and factors that shaped the participants' learning processes. A new model of teacher learning was developed to display teacher learning as an iterative, multistep process that is socially constructed, distributed, and situated in the contexts in which teachers work. Implications and ideas for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01