Using Cultural Historical Activity Theory to Examine How Teachers Seek and Share Knowledge in a Peer-to-Peer Professional Development Network

Autor/in	Trust, Torrey
Titel	Using Cultural Historical Activity Theory to Examine How Teachers Seek and Share Knowledge in a Peer-to-Peer Professional Development Network
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 1, S.98-113 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Faculty Development; Peer Influence; Networks; Communities of Practice; Cultural Awareness; Social Theories; Information Seeking; Information Dissemination; Social Networks; Technology Uses in Education; Educational Technology; Online Surveys; Elementary School Teachers; Secondary School Teachers; Interviews + Suchen Sie Ihr Suchwort? Community; Cultural identity; Kulturelle Identität; Gesellschaftstheorie; Informationserschließung; Informationsverbreitung; Social network; Soziales Netzwerk; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik
Abstract	Many researchers have found that the main reason teachers participate in peer-to-peer professional development networks (PDNs) is to seek and share professional knowledge. Yet, the majority of studies about PDNs focus on how and why teachers participate in these virtual spaces rather than how teachers find and distribute knowledge. Each PDN has its own unique rules, tools, community members, and culture that shape how knowledge is created, organised, curated, and shared. Without understanding the factors that shape how and why knowledge is shared in a PDN, teachers may not be able to access the knowledge they need to grow their practice. This study was designed to examine teachers' knowledge seeking and sharing actions in the Edmodo Math Subject Community, a popular PDN. Cultural historical activity theory was used as a framework for examining the socially constructed actions of seeking and sharing knowledge in a PDN. The findings suggest that seeking and sharing knowledge is a complex, dynamically evolving process that is shaped by the technical (e.g., tools) and social (e.g., community members, rules, roles) aspects of the PDN. Implications and ideas for further research are discussed. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01