Conceptualising Self-Generating Online Teacher Professional Development

Autor/in	Prestridge, Sarah
Titel	Conceptualising Self-Generating Online Teacher Professional Development
Quelle	In: Technology, Pedagogy and Education, 26 (2017) 1, S.85-104 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2016.1167113
Schlagwörter	Faculty Development; Online Courses; Teaching Methods; Computer Simulation; Foreign Countries; Mentors; Case Studies; Independent Study; Communities of Practice; Instructional Leadership; Teacher Effectiveness; Technological Literacy; Social Networks; Social Media; Management Systems; Handheld Devices; Australia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Ausland; Case study; Fallstudie; Case Study; Selbststudium; Community; Instruction; Leadership; Bildung; Erziehung; Führung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Technisches Wissen; Social network; Soziales Netzwerk; Soziale Medien; Australien
Abstract	In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project was to examine an online mode of professional development where a network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically dispersed schools in Queensland were involved, with 12 teachers participating over the school year supported by a mentor. Findings reveal that teachers operated in an independent manner, acknowledging community but taking from rather than contributing to the generation of co-created knowledge. Implications drawn from the case studies suggest that greater milestone-setting, multiple levels of leadership and special interest groups are required to support interaction between users and content while still maintaining an agile approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01