Encouraging Teacher Participation in Professional Learning Communities: Exploring the Facilitating or Restricting Factors That Influence Collaborative Activities

Autor/inn/en	Yu, Tai-Kuei; Chao, Cheng-Min
Titel	Encouraging Teacher Participation in Professional Learning Communities: Exploring the Facilitating or Restricting Factors That Influence Collaborative Activities
Quelle	In: Education and Information Technologies, 28 (2023) 5, S.5779-5804 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Tai-Kuei) ORCID (Chao, Cheng-Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11376-y
Schlagwörter	Faculty Development; Communities of Practice; Teacher Participation; Influences; Teacher Collaboration; Foreign Countries; Cognitive Processes; Interaction; College Faculty; Taiwan + Suchen Sie Ihr Suchwort? Community; Influence; Einfluss; Einflussfaktor; Lehrerkooperation; Ausland; Cognitive process; Kognitiver Prozess; Interaktion; Fakultät
Abstract	With the ease of using information technology tools, the explosive growth of smartphone applications (apps), and the rise of learning communities on social media, the acceptance of learning communities has become one of the most significant challenges for higher education institutions in Taiwan. In order to better understand teachers' collaborative performance in learning communities, this study employs the cognitive dimension (opportunism) and internal tension dimension (e.g. rising expectation, relationship burden) as restrictive factors; on the other hand, it uses emotional support, sense of belonging, and interpersonal altruism as facilitating factors; and community interaction, relationship performance, and collaborative performance as endrogenous factors. With a cross-sectional survey method and a quantitative approach, this study further dives into the collaborative performance of professional learning communities. A total of 157 teachers (87 male and 70 female) were surveyed, and a structural equation modeling approach was used. It was found that social media learning communities have done better than previous courses of field learning in unrestraining learning styles and increasing the breadth of knowledge. Facilitating and restrictive factors led to the rearrangement of the entire knowledge contribution process, enabling new configurations of individuals, members, and community. Moreover, community interactions are important drivers of relationship and collaboration performance supported by empirical data. The findings offer guidelines for policymakers and educators who evaluate teachers' collaborative performance and relationship performance to promote teaching efficiency and effectiveness by incorporating cyberethics in educational activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01