A taxonomy of social embedding - A systematic review of virtual learning simulations in vocational and professional learning

2022 ◽  
Vol 72 ◽  
pp. 101098
Author(s):  
Anke Braunstein ◽  
Viola Deutscher ◽  
Jürgen Seifried ◽  
Esther Winther ◽  
Andreas Rausch
Keyword(s):  
Systematic Review ◽  
Professional Learning ◽  
Virtual Learning

scholarly journals Educational Leadership Training, the Construction of Learning Communities. A Systematic Review

2018 ◽  
Vol 7 (12) ◽  
pp. 267 ◽  
Author(s):  
Inmaculada García-Martínez ◽  
Miguel Díaz-Delgado ◽  
José Ubago-Jiménez
Keyword(s):  
Systematic Review ◽  
Educational Leadership ◽  
Instructional Leadership ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Training Model ◽  
Shared Responsibility ◽  
Education Systems ◽  
Head Teachers

Instructional leadership notions and practices allow educators to engage in relevant roles within schools. Instead of implementing these concepts in professional programs, Mexican and Spanish education systems still preserve a “technically oriented” training model that separates educational and professional aims. Diverse studies have identified the benefits of implementing instructional leadership orientations within “Educational cooperation”, “Cooperative education”, “Team teaching” and “Teacher leadership” at schools. This systematic review conducted using Web of Science—contributes by organizing the produced knowledge and identifies the main findings reported by the academic literature on this topic. It seeks to answer the following questions: (1) What are the contributions of this research to the education systems examined? (2) What kind of knowledge about educational leadership and professional learning communities can be inferred from them? Results from the majority of studies found that instructional leadership offers a useful tool to promote shared responsibility between teachers and head teachers and supports professional learning communities. A main conclusions of the present study is that it highlights the importance of bypassing existing bureaucratic practices within schools in order to replace the traditional “technical orientation” of training programs. Instructional leadership may facilitate some of the required transformations in the context of global educational reform.

scholarly journals Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2956
Author(s):  
Sunghwan Hwang ◽  
Eunhye Cho
Keyword(s):  
Systematic Review ◽  
Content Knowledge ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Topic Modeling ◽  
Research Trends ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Mining Technique ◽  
Over Time

Mathematics teachers’ knowledge is considered one of the most critical factors in instruction and student achievement. As such, various studies have focused on mathematics teachers’ knowledge. Despite the expansion of the field, however, a systematic review was rarely implemented. Therefore, this study aimed to identify major research topics and trends on mathematics teachers’ knowledge by analyzing abstracts of 3485 scholarly articles published from 1987 to 2021. Using a text-mining technique, 11 underlying topics were found in the articles. The topics were classified based on their relationships and the following four groups were identified: “assessment”, “teachers’ knowledge for teaching”, “students’ knowledge and understanding”, and “teachers’ professional learning”. Over time, the analysis of research trends showed that professional development is the most popular topic, followed by pedagogical content knowledge and students’ mathematical understanding. Moreover, the popularity of these topics has not changed considerably over time. This study provides implications based on these results.

scholarly journals Blogging In A Virtual Learning Community: How Does It Support Continuous Professional Learning For Ontario Registered Early Childhood Educators?

2021 ◽  
Author(s):  
Shannon Sveda
Keyword(s):  
Early Childhood ◽  
Learning Community ◽  
Professional Learning ◽  
Research Study ◽  
Professional Community ◽  
Virtual Learning ◽  
Early Childhood Educators ◽  
Virtual Learning Community ◽  
Potential Barriers ◽  
It Support

This research study examined the use of blogging as a medium for professional learning for registered early childhood educators (RECEs) in Ontario. Although educators are more frequently turning to blogs, social media, and virtual learning communities for their professional learning, there is a limited amount of previous research which has examined the use and efficacy of these mediums for that purpose. Using grounded theory, and guided by a social constructivist framework, I gathered data from blog posts and comments written by a small group of RECEs practicing in Ontario, and conducted interviews at two intervals to gather their perceptions of the blogging experience. While further study is needed to address potential barriers which may hinder RECEs from using blogging, I found that there were benefits in the use of blogging as a medium for reflection, building a professional community, and professional learning.

scholarly journals Blogging In A Virtual Learning Community: How Does It Support Continuous Professional Learning For Ontario Registered Early Childhood Educators?

2021 ◽  
Author(s):  
Shannon Sveda
Keyword(s):  
Early Childhood ◽  
Learning Community ◽  
Professional Learning ◽  
Research Study ◽  
Professional Community ◽  
Virtual Learning ◽  
Early Childhood Educators ◽  
Virtual Learning Community ◽  
Potential Barriers ◽  
It Support

This research study examined the use of blogging as a medium for professional learning for registered early childhood educators (RECEs) in Ontario. Although educators are more frequently turning to blogs, social media, and virtual learning communities for their professional learning, there is a limited amount of previous research which has examined the use and efficacy of these mediums for that purpose. Using grounded theory, and guided by a social constructivist framework, I gathered data from blog posts and comments written by a small group of RECEs practicing in Ontario, and conducted interviews at two intervals to gather their perceptions of the blogging experience. While further study is needed to address potential barriers which may hinder RECEs from using blogging, I found that there were benefits in the use of blogging as a medium for reflection, building a professional community, and professional learning.

Sign in / Sign up

Export Citation Format

Share Document