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ERIC Number: EJ821813
Record Type: Journal
Publication Date: 2008-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0952-3987
Teacher Professional Identity Development with Social Networking Technologies: Learning Reform through Blogging
Luehmann, April Lynn; Tinelli, Liz
Educational Media International, v45 n4 p323-333 Dec 2008
Implementing student-centered, inquiry-based science pedagogy in secondary classrooms, though identified as the goal by all science education professional organizations, is rarely a reality in today's classrooms. Therefore, teachers committed to reform often lack a "local" network with whom they can interact around this new professional discourse of "reform"-minded teaching. Emerging social networking technologies such as blogging offer potential to support professional learning through the development of like-minded communities not geographically or temporally constrained. This article reports on how 15 secondary science teachers committed to reform used blogs to support their efforts to develop reform-based practices. Findings illuminate varied ways in which participants did so and what they gained as a result. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A