Online community of practice for teacher professional learning: a Chinese case study

2015 ◽  
Vol 6 (3/4) ◽  
pp. 238
Author(s):  
Tao Feng ◽  
Lu Wang
Keyword(s):  
Community Of Practice ◽  
Professional Learning ◽  
Online Community ◽  
Teacher Professional Learning ◽  
Chinese Case ◽  
Teacher Professional ◽  
Online Community Of Practice

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals Taking a Step to Identify How to Create Professional Learning Communities—Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-based Teacher Professional Learning Community

2016 ◽  
Vol 10 (1) ◽  
pp. 82 ◽  
Author(s):  
Joonkil Ahn
Keyword(s):  
High School ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Grade Level ◽  
Teacher Professional Learning ◽  
Public High School ◽  
School Based ◽  
Teacher Professional

This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and the encouraging/discouraging factors in the implementation process were also investigated. Data were gathered via classroom observations and by analysis of interview transcripts, questionnaire responses, and minutes from PLC meetings. Nineteen participants, including 16 teachers, a principal, an assistant principal, and a facilitator from a city department of education, who assisted the school reform process, completed the questionnaires. Three of the teachers who took the reform initiative participated in the in-depth interview. The study provides a detailed description of the school context before the PLC implementation, challenges that faced the teachers, and two main characteristics of their PLC initiative. The study indicates that participants perceived prepared teacher leaders, building trust and respect among faculty, and securing time for classroom observation and PLC meetings as the most necessary preparation in creating and implementing their PLC. Empowering grade level chairs, increasing teacher proximity, and employing additional administrative assistants were identified as effective administrative support. Participants recognized that each grade level had more advantage in implementing PLCs and thought positive changes of disruptive students and their own instructional practices were the most encouraging factors in overcoming implementation problems. Authoritative leadership of school administration and a city DOE that forcefully mandates PLCs were perceived as discouraging factors in PLC implementation.

The Development and Change of Teachers’ Strategic Knowledge in Teachers’ Online Community of Practice

2013 ◽  
Vol 4 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Tao Feng ◽  
Lu Wang ◽  
MengYa Zhou
Keyword(s):  
Statistical Analysis ◽  
Community Of Practice ◽  
Professional Learning ◽  
Online Community ◽  
Case Analysis ◽  
Experienced Teachers ◽  
Strategic Knowledge ◽  
Online Community Of Practice ◽  
Statistical Analysis Methods ◽  
Teacher Groups

To obtain the development and change of teachers’ strategic knowledge in teachers’ online community of practice (TOCP) in China, content analysis, video case analysis and statistical analysis methods were adopted to study 45 teachers (15 novice teachers, 15 key teachers, and 15 experienced teachers) from three participating schools during three phases. The development and change of different teacher groups’ strategic knowledge and the general characteristics of their strategic knowledge have been concluded respectively. It can be concluded that TOCP has changed teachers’ professional learning model, constantly improved their strategic knowledge and positively influenced different teacher groups’ strategic knowledge.

The Development and Change of Teachers' Strategic Knowledge in Teachers' Online Community of Practice

2016 ◽  
pp. 2136-2144
Author(s):  
Tao Feng ◽  
Lu Wang ◽  
MengYa Zhou
Keyword(s):  
Content Analysis ◽  
Statistical Analysis ◽  
Community Of Practice ◽  
Professional Learning ◽  
Online Community ◽  
Case Analysis ◽  
Strategic Knowledge ◽  
Online Community Of Practice ◽  
Statistical Analysis Methods ◽  
Teacher Groups

To obtain the development and change of teachers' strategic knowledge in teachers' online community of practice (TOCP) in China, content analysis, video case analysis and statistical analysis methods were adopted to study 45 teachers (15 novice teachers, 15 key teachers, and 15 experienced teachers) from three participating schools during three phases. The development and change of different teacher groups' strategic knowledge and the general characteristics of their strategic knowledge have been concluded respectively. It can be concluded that TOCP has changed teachers' professional learning model, constantly improved their strategic knowledge and positively influenced different teacher groups' strategic knowledge.

The Development and Change of Teachers' Strategic Knowledge in Teachers' Online Community of Practice

2014 ◽  
pp. 1528-1536
Author(s):  
Tao Feng ◽  
Lu Wang ◽  
MengYa Zhou
Keyword(s):  
Content Analysis ◽  
Statistical Analysis ◽  
Community Of Practice ◽  
Professional Learning ◽  
Online Community ◽  
Case Analysis ◽  
Strategic Knowledge ◽  
Online Community Of Practice ◽  
Statistical Analysis Methods ◽  
Teacher Groups

To obtain the development and change of teachers' strategic knowledge in teachers' online community of practice (TOCP) in China, content analysis, video case analysis and statistical analysis methods were adopted to study 45 teachers (15 novice teachers, 15 key teachers, and 15 experienced teachers) from three participating schools during three phases. The development and change of different teacher groups' strategic knowledge and the general characteristics of their strategic knowledge have been concluded respectively. It can be concluded that TOCP has changed teachers' professional learning model, constantly improved their strategic knowledge and positively influenced different teacher groups' strategic knowledge.

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