Literaturnachweis - Detailanzeige
Autor/inn/en | Wang, Qiyun; Lu, Zhiping |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |