Bringing in Professional Experience to a Discussion Mediated by a Blended-Learning Environment: "How" and "What" Do Teachers Learn?

Autor/inn/en	da Luz Correia, Maria; Majós, Teresa Mauri; Álvarez, Rosa Colomina
Titel	Bringing in Professional Experience to a Discussion Mediated by a Blended-Learning Environment: "How" and "What" Do Teachers Learn?
Quelle	In: Digital Education Review, (2013) 24, S.113-134 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-9144
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Teacher Education; Inservice Teacher Education; Blended Learning; Professional Development; Tutors; Virtual Classrooms; Lesson Plans; Diaries; Reflection; Case Studies; Foreign Countries; Classroom Observation Techniques; Feedback (Response); Peer Relationship; Teaching Methods; Teaching Experience; Teacher Collaboration; Peer Mediation; Secondary School Teachers; Language Teachers; Instructional Design; Naturalistic Observation; Data Collection; Data Analysis; Video Technology; Teacher Education Programs; Personal Narratives; Intervention; Portugal + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Lehrerausbildung; Lehrerbildung; Lehrerfortbildung; Förderlehrer; Lehrender; Tutor; Lesson planning; Unterrichtsplanung; Diary; Tagebuch; Case study; Fallstudie; Case Study; Ausland; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Peer Group; Mediation; Language teacher; Sprachunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Naturbeobachtung; Data capture; Datensammlung; Auswertung; Erlebniserzählung
Abstract	We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies undertaken by the tutor in the virtual sessions. The study suggests that bringing in professional experience, which is generally well accepted, appears to be irrelevant, or may show a modest impact on professional learning development. Specific expertise is necessary for tutors to be able to support the meaning making process and effectively help in-service teachers to move from the mere exchange of experiences towards the appropriation of the target concepts. (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://greav.ub.edu/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01