Promoting Teachers' Learning and Knowledge Building in a Socio-Technical System

Autor/inn/en	Tammets, Kairit; Pata, Kai; Laanpere, Mart
Titel	Promoting Teachers' Learning and Knowledge Building in a Socio-Technical System
Quelle	In: International Review of Research in Open and Distance Learning, 14 (2013) 3, S.251-272 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Workplace Learning; Informal Education; Independent Study; Professional Development; Program Implementation; Formative Evaluation; Inservice Teacher Education; Portfolio Assessment; Electronic Publishing; Educational Practices; Correlation; Scaffolding (Teaching Technique); Training Methods; Technology Integration; Communities of Practice; Case Studies; Learning Modules; College School Cooperation; Teacher Collaboration; Transcripts (Written Records); Content Analysis; Foreign Countries; Technology Uses in Education; Teacher Education Programs; Estonia + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Selbststudium; Lehrerfortbildung; Portfoliobeurteilung; Elektronisches Publizieren; Bildungspraxis; Korrelation; Didaktik; Trainingsmaßnahme; Community; Case study; Fallstudie; Case Study; Learning module; Lernmodul; Lehrerkooperation; Inhaltsanalyse; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Estland
Abstract	The study proposes a way in which the learning and knowledge building (LKB) framework, which is consistent with the knowledge conversion phases proposed by Nonaka and Takeuchi, supports teachers' informal and self-directed workplace learning. An LKB framework in a socio-technical system was developed to support professional development in an extended professional community. The LKB framework was implemented and formatively evaluated in the "in-service" course that prepares teachers for accreditation in an e-portfolio community. The extended community consisted of 16 participants, in-service teachers and domain experts. The evaluation considered (a) how the LKB practices of the framework became actualized among the community members and (b) what supported these LKB practices. Data were collected from log-files of the portfolio system. Correlation analysis and Bayesian dependency modelling revealed the way in which the bottom-up peer scaffolding from community members influences teachers' LKB practices. As a result, the study proposes that a socio-technical system might promote LKB in a professional community. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10