Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty

2020 ◽  
pp. 103-136
Author(s):  
Mayela Coto ◽  
Lone Dirckinck-Holmfeld
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Development Strategy ◽  
Professional Learning ◽  
Teaching Practice ◽  
Online Communication ◽  
Development Program ◽  
Theory Model ◽  
Student Centered ◽  
Practice Approach

Based on a critical re-reading of a study of a community of practice approach to professional development, this chapter uses Engeström's activity theory model to highlight the tensions that arise in a professional development program oriented to change teaching practice through the introduction of ICT and a student-centered pedagogical approach. Despite the community of practice potential, there are many tensions that inhibit this type of professional learning. These tensions can be summarized in four broad categories: institutional structures (division of work), the institutional culture (rules), levels of engagement (differentiations within the community), and faculty readiness (in the appropriation of tools and new pedagogy). By analyzing, in greater depth, the tensions, our goal is to reflect again in the design principles and to further elaborate on developing a professional development strategy based on a community of practice approach that can be used in broader contexts.

Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty

2021 ◽  
pp. 191-224
Author(s):  
Mayela Coto ◽  
Lone Dirckinck-Holmfeld
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Development Strategy ◽  
Professional Learning ◽  
Teaching Practice ◽  
Online Communication ◽  
Development Program ◽  
Theory Model ◽  
Student Centered ◽  
Practice Approach

Based on a critical re-reading of a study of a community of practice approach to professional development, this chapter uses Engeström's activity theory model to highlight the tensions that arise in a professional development program oriented to change teaching practice through the introduction of ICT and a student-centered pedagogical approach. Despite the community of practice potential, there are many tensions that inhibit this type of professional learning. These tensions can be summarized in four broad categories: institutional structures (division of work), the institutional culture (rules), levels of engagement (differentiations within the community), and faculty readiness (in the appropriation of tools and new pedagogy). By analyzing, in greater depth, the tensions, our goal is to reflect again in the design principles and to further elaborate on developing a professional development strategy based on a community of practice approach that can be used in broader contexts.

scholarly journals COURSERA ONLINE COURSE: A PLATFORM FOR ENGLISH TEACHERS’ MEANINGFUL AND VIBRANT PROFESSIONAL DEVELOPMENT

2015 ◽  
Vol 26 (2) ◽  
pp. 228 ◽  
Author(s):  
Arnis Silvia
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
School Administrators ◽  
Development Program ◽  
English Teachers ◽  
Online Course ◽  
Learning Platform ◽  
Online Platforms

This article reports on English teachers‘ attitudes towards a professional development program run by Coursera (coursera.org). Theseteachers were participants of Foundation of Teaching for Learning 1: Introduction online course. Using a survey case study, the findings reveal that most of the participants perceive the course as a well-organized and effective platform to engage in professional learning. Coursera is an online learning platform offering various courses for teacher educators which are meaningful (closely related to their daily teaching practice) and vibrant (involves active collaboration among peer participants to review and assess their projects). Albeit this nature, another finding shows that the participants lament that their institutions do not provide professional development (PD) support. In fact, PD programs are not constrained to face-to-face encounters, since it can be designed using online platforms such as Coursera, a massive open online course (MOOC). Accordingly, the contribution of the article is to show how online platforms make meaningful and vibrant teacher professional development (TPD) possible. The implication of the study is that school administrators and policy makers should provide support for their teachers to take online PD programs. This professional learning should contribute to the best teaching practice and student learning attainment.

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 Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

The Role of a WhatsApp Group of a Professional Learning Community of Chemistry Teachers in the Development of Their Knowledge

2019 ◽  
pp. 117-140 ◽  
Author(s):  
Ron Blonder ◽  
Ruth Waldman
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Theoretical Perspective ◽  
Online Communication ◽  
Knowledge Development ◽  
Communication Behavior ◽  
Chemistry Teachers

The authors analyze chemistry teachers' discourse in a WhatsApp group. This online communication platform is used for continually studying the communication behavior of leading chemistry teachers who are members of a professional learning community (PLC). They describe the network of chemistry teachers' PLC in Israel, which provides the context for the study. WhatsApp enables sustained ongoing, intensive interaction, and sharing of knowledge that is practical, directly related to the members' needs, and is participant driven and constructivist in nature. A theoretical perspective of teachers' knowledge and professional development (PD) was developed in 2015 by Gess-Newsome, which was applied to examine the mechanism underlying teachers' knowledge development.

Increasing Academic Rigor Through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program

2017 ◽  
Vol 36 (4) ◽  
pp. 191-202 ◽  
Author(s):  
Ginevra R. Courtade ◽  
Stacy D. Shipman ◽  
Rachel Williams
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
English Language ◽  
Development Program ◽  
Severe Disabilities ◽  
Academic Rigor ◽  
Future Directions ◽  
Evidence Based Practices ◽  
University Personnel ◽  
Ongoing Support

SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as well as support for overall classroom practices that allow for academic rigor. Each teacher is paired with a coach for the duration of the 3-year participation and, in addition, receives observation support from university personnel with bug-in-the-ear intervention and ongoing support through virtual professional learning communities. Coaches also receive training and ongoing support throughout the program. This article describes the design, application, and outcomes of the SPLASH program. Implications and considerations for future directions are discussed.

scholarly journals The formation of a community of practice in preservice teacher education : the interaction of the classroom environment and new communication technologies

2004 ◽  
Author(s):  
◽  
Melissa J. Poole
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Community Of Practice ◽  
Teacher Development ◽  
Professional Learning ◽  
Classroom Environment ◽  
Development Program ◽  
Communication Technologies ◽  
Second Phase ◽  
Online Data

The goal of this study was to examine the development of a group of preservice teachers over three semesters during the second phase of their coursework and fieldwork in the teacher development program at a major Midwestern university. The questions at the heart of the study were whether this cohort of preservice teachers developed community. What markers of community were evidenced? What contextual factors served to support or impede the development of community? Data were collected through observation of their courses, a series of interviews with a sample of preservice teachers, and archiving artifacts of their coursework such as the course syllabi, reading materials, and their discussions online. Data analysis was grounded in theory about the nature of community, communities of practice, teacher communities, online communities and in a sociocultural theory of technological change. The findings suggest that these preservice teachers began to form community during their years in the teacher development program. This community began to evolve from a community of practice into a professional learning community as they developed from college students into practicing teachers. However, the culture of the classroom, the physical arrangement of the room and the importance given to students' voices in class and online, played a large role in fostering and supporting the development of community.

scholarly journals Mathematics teachers’ learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice

2020 ◽  
Vol 22 (1) ◽  
pp. 112-133
Author(s):  
Cristina Cirino de Jesus ◽  
Marcia Cristina de Costa Trindade Cyrino ◽  
Hélia Margarida de Oliveira
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Classroom Management ◽  
Community Of Practice ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Lesson Planning ◽  
Audio Recording ◽  
Teachers Professional Development ◽  
Multimedia Resource

This article aim is to investigate what professional learning regarding Exploratory Teaching (ET) perspective was revealed by Mathematics teachers, in a Community of Practice (CoP). In a context intended to promote teachers’ professional development, a multimedia resource integrating real classroom situations was used to promote discussion and learning. Qualitative research has been carried out with an audio recording of the group meetings and the written productions elaborated by the teachers. The learning related to the Exploratory Teaching perspective revealed by the teachers is associated to the actions and roles of the teacher, the student’s role, classroom management and the relevance of lesson planning in teacher’s practice. The involvement in the CoP favored teachers to rethink and question some of their actions during the lessons and to notice essential aspects of ET perspective and to connect them with their experiences from the classroom. The results show that the constitution of a CoP around the exploration of a multimedia case in professional development contexts can be a facilitator for the learning of its members.

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