A Case Study of Using an Online Community of Practice for Teachers' Professional Development at a Secondary School in China

Autor/inn/en	Wang, Qiyun; Lu, Zhiping
Titel	A Case Study of Using an Online Community of Practice for Teachers' Professional Development at a Secondary School in China
Quelle	In: Learning, Media and Technology, 37 (2012) 4, S.429-446 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2012.685077
Schlagwörter	Teaching Methods; Foreign Countries; Professional Development; Communities of Practice; Electronic Mail; Case Studies; Secondary School Teachers; Electronic Learning; Distance Education; Participant Satisfaction; Teacher Surveys; Interviews; Mail Surveys; Lesson Plans; Technology Uses in Education; Transformative Learning; Educational Practices; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Community; Elektronischer Briefkasten; Case study; Fallstudie; Case Study; Distance study; Distance learning; Fernunterricht; Interviewing; Interviewtechnik; Erhebungsinstrument; Lesson planning; Unterrichtsplanung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Transformation; Bildungspraxis
Abstract	In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10