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Research Anthology on Facilitating New Educational Practices Through Communities of Learning最新文献

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Advancing a New General Education Curriculum Through a Faculty Community of Practice 通过教师实践共同体推进新的通识教育课程
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-4975-8.CH003
J. Giering, Gail M. Hunger
{"title":"Advancing a New General Education Curriculum Through a Faculty Community of Practice","authors":"J. Giering, Gail M. Hunger","doi":"10.4018/978-1-5225-4975-8.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-4975-8.CH003","url":null,"abstract":"Many institutions of higher education are reimagining their general education curriculum or adding new, innovative programs to their course offerings. Faculty driving such innovation, while experts in their disciplines, often lack experience with instructional design and the benefits it subsequently brings to these types of programs. At the same time, process-driven, traditional approaches to instructional design may not feel relevant to some faculty. In this chapter, the authors describe the Learning Design Collaborative, a new model for instructional design built on the principles of intentional learning, authentic learning, and student engagement. Placed within the context of a faculty learning community, this experience has been used with faculty developing courses for the first-year signature experience of a new general education curriculum. Implications of this initiative suggest the importance of continually evaluating instructional design models, opportunities for implementing the model in other programs, and a relationship with other emerging instructional design models.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128483696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Communities of Practice for Promoting Organizational and Informal Learning in Public Administration 促进公共行政组织和非正式学习的实践社区
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9639-4.CH010
D. Rodríguez-Gómez, J. Gairín
{"title":"Communities of Practice for Promoting Organizational and Informal Learning in Public Administration","authors":"D. Rodríguez-Gómez, J. Gairín","doi":"10.4018/978-1-5225-9639-4.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-9639-4.CH010","url":null,"abstract":"Professional development of the members of any organization is a key and essential factor to promote innovation and, ultimately, the improvement of public organizations. Communities of practice is one of the leading strategies used to promote knowledge management processes aimed at generating organizational and individual and informal learning. This chapter presents some of the results and proposals from an extensive study developed in two phases which focus on some key factors for promoting innovation in public administration. The first phase tries to identify some of the mechanisms that facilitate or hinder learning, organizational and informal, in public organizations. The second phase is focused on analysis of knowledge management practices through communities of practice in public administration. The results enable us to suggest some proposals and future research lines aimed at improving both organizational and informal learning, along with innovations that contribute to improving the public administration.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125126676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher Identity (Re)Construction within Professional Learning Communities 专业学习共同体中的教师身份(再)建构
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-1747-4.CH005
Pinar Kocabas Gedik, Deniz Ortaçtepe
{"title":"Teacher Identity (Re)Construction within Professional Learning Communities","authors":"Pinar Kocabas Gedik, Deniz Ortaçtepe","doi":"10.4018/978-1-5225-1747-4.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-1747-4.CH005","url":null,"abstract":"The research on teacher professional identity mostly focused on the process of teacher professional identity formation, the characteristics of teacher professional identity according to the teachers themselves as well as the researchers, and the representation of professional identity through teacher narratives in written and spoken discourse (Beijaard et al., 2004). However, there is much to explore in teachers' tensions and emotions regarding the issues between teacher cognition, and personal and professional sides of teacher identity (Day & Leitch, 2001). In this chapter, we have reviewed the literature on teacher professional identity in relation to communities of practice, imagined identity, and imagined communities. Various definitions of emotions and tensions as well as their roles in teacher professional identity construction have been presented and relevant studies on teacher identity construction, emotions and tensions have been discussed.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131224277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Collaborative Approaches for Communities of Practice Activities Enrichment 实践活动丰富社区的协作方法
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5115-7.CH015
Ziska Fields, Sulaiman Olusegun Atiku
{"title":"Collaborative Approaches for Communities of Practice Activities Enrichment","authors":"Ziska Fields, Sulaiman Olusegun Atiku","doi":"10.4018/978-1-5225-5115-7.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-5115-7.CH015","url":null,"abstract":"This chapter explores the role of communities of practice (CoPs) in knowledge management (KM) and how various collaborative practices can be used to enrich the activities of CoPs in organisations. The objectives of the chapter are firstly to define and explain the role of CoPs as a form of social and team networks in KM, secondly to identify the role and importance of collaborative approaches, specifically focusing on collective learning, creativity, innovation and problem-solving in CoPs and how these impact on the KM process, and thirdly to make recommendations to enhance the collaborative approaches to ultimately enrich the activities of CoPs in a digital age in organisations. Recommendations are made that management needs to support the forming and activities of CoPs in KM strategies, and that a suitable organisational structure and culture are needed to stimulate and support collaborative approaches to enrich the activities of CoPs.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131102106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty 专业发展以促进教师之间的在线交流、合作和学习
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9814-5.CH007
M. Coto, L. Dirckinck-Holmfeld
{"title":"Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty","authors":"M. Coto, L. Dirckinck-Holmfeld","doi":"10.4018/978-1-5225-9814-5.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-9814-5.CH007","url":null,"abstract":"Based on a critical re-reading of a study of a community of practice approach to professional development, this chapter uses Engeström's activity theory model to highlight the tensions that arise in a professional development program oriented to change teaching practice through the introduction of ICT and a student-centered pedagogical approach. Despite the community of practice potential, there are many tensions that inhibit this type of professional learning. These tensions can be summarized in four broad categories: institutional structures (division of work), the institutional culture (rules), levels of engagement (differentiations within the community), and faculty readiness (in the appropriation of tools and new pedagogy). By analyzing, in greater depth, the tensions, our goal is to reflect again in the design principles and to further elaborate on developing a professional development strategy based on a community of practice approach that can be used in broader contexts.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125663551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Professional Development for Classroom Teachers 课堂教师的专业发展
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1766-6.ch012
Jeffrey A. Maiden
{"title":"Professional Development for Classroom Teachers","authors":"Jeffrey A. Maiden","doi":"10.4018/978-1-7998-1766-6.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-1766-6.ch012","url":null,"abstract":"The professional development of teachers in instructional technology is of paramount importance. This chapter provides an overview of the topic, beginning with adult learning as a foundation. Teachers are adults, and any type of professional development, whether related to technology or not, should meet the needs of adult learners. The chapter subsequently provides a review of professional learning communities (PLCs), which may provide a venue for impactful, sustainable technology professional development. Next, teacher-led technology professional development and peer coaching are addressed, followed by a discussion of the use of the community, corporate, and university partnerships that may enhance professional development through symbiotic relationships. The chapter concludes with a discussion of virtual professional development, which may serve a dual purpose of enhancing professional development sustainability as well as modeling technology use for instructional purposes.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125647654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Achieving Rural Teachers' Development Through a WeChat Professional Learning Community 通过微信专业学习社区实现农村教师的发展
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7294-8.ch020
Xue Zheng, Haixia Liu, D. Lin, Jiacheng Li
{"title":"Achieving Rural Teachers' Development Through a WeChat Professional Learning Community","authors":"Xue Zheng, Haixia Liu, D. Lin, Jiacheng Li","doi":"10.4018/978-1-7998-7294-8.ch020","DOIUrl":"https://doi.org/10.4018/978-1-7998-7294-8.ch020","url":null,"abstract":"WeChat group is a new network communication platform, which gradually influences rural teachers' development and brings some specific issues into schooling. This chapter focuses on two rural banzhurens, Ms. Liu and Ms. Lin, from Guangdong Province, to explore WeChat groups' influences on rural teachers' development. On the basis of interviews and data analysis, the authors summarize the main activities that the two rural banzhurens have taken part in; outline the development they have obtained in three areas, including courage, benevolence, and wisdom; examine how rural teachers achieve their development based on the WeChat group; and discuss the limitations of this online tool.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133849320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“I Found Myself Retweeting” “我发现自己在转发推特”
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-7567-2.CH005
J. Delello, A. Consalvo
{"title":"“I Found Myself Retweeting”","authors":"J. Delello, A. Consalvo","doi":"10.4018/978-1-5225-7567-2.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-7567-2.CH005","url":null,"abstract":"This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125097420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning 在线专业社区的同行评议支持初级学科素养规划
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0206-8.ch006
J. Colwell, V. Taylor
{"title":"Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning","authors":"J. Colwell, V. Taylor","doi":"10.4018/978-1-7998-0206-8.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-0206-8.ch006","url":null,"abstract":"This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129261628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of a WhatsApp Group of a Professional Learning Community of Chemistry Teachers in the Development of Their Knowledge 化学教师专业学习社区的WhatsApp群组在知识发展中的作用
Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8106-2.CH007
R. Blonder, Ruth Waldman
{"title":"The Role of a WhatsApp Group of a Professional Learning Community of Chemistry Teachers in the Development of Their Knowledge","authors":"R. Blonder, Ruth Waldman","doi":"10.4018/978-1-5225-8106-2.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH007","url":null,"abstract":"The authors analyze chemistry teachers' discourse in a WhatsApp group. This online communication platform is used for continually studying the communication behavior of leading chemistry teachers who are members of a professional learning community (PLC). They describe the network of chemistry teachers' PLC in Israel, which provides the context for the study. WhatsApp enables sustained ongoing, intensive interaction, and sharing of knowledge that is practical, directly related to the members' needs, and is participant driven and constructivist in nature. A theoretical perspective of teachers' knowledge and professional development (PD) was developed in 2015 by Gess-Newsome, which was applied to examine the mechanism underlying teachers' knowledge development.","PeriodicalId":376413,"journal":{"name":"Research Anthology on Facilitating New Educational Practices Through Communities of Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130740406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
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