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

2021 ◽  
pp. 820-843
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.

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.

Telementoring and Virtual Professional Development

2010 ◽  
pp. 186-205
Author(s):  
Matthew J. Maurer
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Theoretical Perspective ◽  
Leadership Skills ◽  
Specific Content ◽  
High Background ◽  
Master Level

In science, examining how teachers can effectively learn content and inquiry-based pedagogy can often be nothing short of an intellectual, cognitive, and motivational maze. Professional development (PD) programs constructed specifically to aid teacher learning may fall short of their goals due to the high background variability of the participants, especially when mixing novice and master-level teachers. Only through conscious reorganization of instructional approaches can PD programs effectively address specific content and pedagogical needs while concurrently aiding the transition from novice to master-level teachers. It is time for a shift in how PD providers think about how teachers learn. Utilizing a theoretical perspective from Science Education, this chapter will demonstrate the benefits of moving to more of a contextual-based discourse that is accomplished through a virtual telementoring-based professional learning community (PLC) in order to enhance content, pedagogy, leadership skills, and positively impact teaching self-efficacy.

Online Learning Community

2014 ◽  
pp. 1946-1962
Author(s):  
Eunice Sari ◽  
Cher Ping Lim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Capacity ◽  
Online Learning Community ◽  
Unique Role ◽  
Professional Capacity

This chapter describes the role of the online learning community named OLC4TPD (Online Learning Community for Teacher Professional Development) in building professional capacity of Indonesian teachers. OLC4TPD was contextually built to address the challenges of teacher professionalism in Indonesia, which has contributed significantly to students' learning outcome. As an independent informal online learning community, OLC4TPD plays a unique role in schools' professional learning community. The authors investigate the role of OLC4TPD from different pillars that hold the professional learning community edifice. The four pillars are (1) collaborative teamwork, (2) teacher capacity, (3) leadership capacity, and (4) professional development. The chapter explains this unique role by showcasing several authentic examples on how OLC4TPD has improved professional capacity of teachers and teacher educators in an Indonesian context.

Online Learning Community

2012 ◽  
pp. 451-467
Author(s):  
Eunice Sari ◽  
Cher Ping Lim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Capacity ◽  
Online Learning Community ◽  
Unique Role ◽  
Professional Capacity

This chapter describes the role of the online learning community named OLC4TPD (Online Learning Community for Teacher Professional Development) in building professional capacity of Indonesian teachers. OLC4TPD was contextually built to address the challenges of teacher professionalism in Indonesia, which has contributed significantly to students’ learning outcome. As an independent informal online learning community, OLC4TPD plays a unique role in schools’ professional learning community. The authors investigate the role of OLC4TPD from different pillars that hold the professional learning community edifice. The four pillars are (1) collaborative teamwork, (2) teacher capacity, (3) leadership capacity, and (4) professional development. The chapter explains this unique role by showcasing several authentic examples on how OLC4TPD has improved professional capacity of teachers and teacher educators in an Indonesian context.

Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community

2012 ◽  
pp. 535-550 ◽  
Author(s):  
D. Bruce Taylor ◽  
Richard Hartshorne ◽  
Sam Eneman ◽  
Patti Wilkins ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Online Courses ◽  
College Of Education ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Teaching Professional

In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.

Professional Development Coaches: Perceptions of Critical Characteristics

2005 ◽  
Vol 15 (1) ◽  
pp. 52-75 ◽  
Author(s):  
Peggy A. Ertmer ◽  
Jennifer Richardson ◽  
Jeffry Cramer ◽  
Laura Hanson ◽  
Wenhao Huang ◽  
...  
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Peer Mentor ◽  
Professional Development For Teachers ◽  
Critical Characteristics ◽  
Quality Professional Development ◽  
And Training

Current recommendations for achieving high-quality professional development for teachers include the creation of a professional learning community. Key to the success of this approach, however, is the role of the peer mentor or coach. This study examined the experiences and perceptions of 31 professional development coaches in order to highlight the characteristics believed to be essential for success. Results suggest that, while content expertise is perceived to be important, coaches believe that strong interpersonal skills are more critical since, without them, they are unable to use their content knowledge to facilitate changes in teachers’ practice. Suggestions for selecting and training peer coaches are included.

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