Exploring the Edges of Collegiality: A Cross-Case Analysis toward Humanizing Teachers' Connected Learning

Autor/inn/en	Smith, Anna; McBride, Cherise; Rogers, Christopher
Titel	Exploring the Edges of Collegiality: A Cross-Case Analysis toward Humanizing Teachers' Connected Learning
Quelle	In: Pedagogies: An International Journal, 16 (2021) 2, S.200-217 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Anna) ORCID (McBride, Cherise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.1919117
Schlagwörter	Collegiality; Teacher Education Programs; Cooperation; Personality Traits; Citizen Participation; Caring; Ideology; Humanization; Social Networks; Teacher Collaboration; Faculty Development; Preservice Teachers; Inservice Teacher Education; Summer Programs; Educational Technology; Online Courses; Graduate Study; Social Media + Suchen Sie Ihr Suchwort? Kollegialität; Co-operation; Kooperation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Care; Pflege; Sorge; Betreuung; Ideologie; Humanisierung; Social network; Soziales Netzwerk; Lehrerkooperation; Lehrerfortbildung; Sommerkurs; Unterrichtsmedien; Online course; Online-Kurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Soziale Medien
Abstract	This article provides a comparative case study of two connected learning experiences in teacher education that vary in scope, participants, time, and design to consider the questions: (1) What characterizes humanizing engagement across varied experiences of connected learning in teacher education? and (2) What repertoires of practice become shared through discourses of collegiality in educators' connected learning experiences? Back-tracing from educators' written reflections to their digitally networked activity in Twitter chats, processual case analysis involved rounds of inductive coding and exploratory data visualization. We identified repertoires of practice across three continua of preservice and inservice educators' practices--sharing, care, and experimentation--which together characterize a range of more and less humanizing discourses of collegiality. Participants in both cases reflected on experiences across the spectrum of each continua, highlighting the limits of these connected learning designs in fostering humanizing learning experience in teacher education. We provide implications for teacher educators regarding fostering more critical and reflexive humanizing connected learning in teacher education as well as for the design of such experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01