ERIC Number: EJ1126432
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: N/A
Conceptualising Self-Generating Online Teacher Professional Development
Prestridge, Sarah
Technology, Pedagogy and Education, v26 n1 p85-104 2017
In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project was to examine an online mode of professional development where a network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically dispersed schools in Queensland were involved, with 12 teachers participating over the school year supported by a mentor. Findings reveal that teachers operated in an independent manner, acknowledging community but taking from rather than contributing to the generation of co-created knowledge. Implications drawn from the case studies suggest that greater milestone-setting, multiple levels of leadership and special interest groups are required to support interaction between users and content while still maintaining an agile approach.
Descriptors: Faculty Development, Online Courses, Teaching Methods, Computer Simulation, Foreign Countries, Mentors, Case Studies, Independent Study, Communities of Practice, Instructional Leadership, Teacher Effectiveness, Technological Literacy, Social Networks, Social Media, Management Systems, Handheld Devices
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A