Research Capacity-Building with New Technologies within New Communities of Practice: Reflections on the First Year of the Teacher Education Research Network

Autor/inn/en	Fowler, Zoe; Stanley, Grant; Murray, Jean; Jones, Marion; McNamara, Olwen
Titel	Research Capacity-Building with New Technologies within New Communities of Practice: Reflections on the First Year of the Teacher Education Research Network
Quelle	In: Professional Development in Education, 39 (2013) 2, S.222-239 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2012.744769
Schlagwörter	Stellungnahme; Teacher Educators; Capacity Building; Communities of Practice; Educational Environment; Technology Uses in Education; Educational Research; Internet; Web Sites; Professional Development; Foreign Countries; Mentors; Teacher Collaboration; Institutional Cooperation; Social Influences; Cultural Influences; Literacy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Community; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsforschung; Pädagogische Forschung; Web-Design; Ausland; Lehrerkooperation; Institute; Co-operation; Cooperation; Institut; Kooperation; Sozialer Einfluss; Cultural influence; Kultureinfluss; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. Using the theoretical lenses of situated learning and socio-cultural approaches to literacy, participants' ways of engaging with this technology are described, and the reasons why their existing technical expertise did not unproblematically transfer to the new technology are explored. We argue that three main factors affected the use of the VRE, and in particular its wiki tool: the individual's motivation to learn and to engage with (more) new technologies; the emerging dynamics of each research group as they developed shared working practices; and the institutional climates, which supported or discouraged the individuals' engagement with both the technology and a regional Teacher Education Research Network that used this technology. In conclusion, we suggest that successful engagement with new technologies in future academic communities of practice might well benefit from a shared commitment to agreed working practices across the group and the provision of brokerage and championing of the technology by key individuals who are in the position to inspire, motivate and support others. (Contains 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10