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ERIC Number: EJ921252
Record Type: Journal
Publication Date: 2011-May
Pages: 12
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0957-7572
The Teacher-Community of Practice-Student Interaction in the New Zealand Technology Classroom
Slatter, Wendy; France, Bev
International Journal of Technology and Design Education, v21 n2 p149-160 May 2011
In New Zealand in order to provide authentic learning experiences teachers are counselled to access Communities of Practice (CoP) (Ministry of Education 2007). This research provides information about teachers' interactions with CoPs and the implication of this access on their pedagogy. A range of interactions occurred which was influenced by how teachers perceived this use of a CoP representative in their classrooms. These styles of interactions were used by the teachers to create a "deep, broad learning experience" for their students as they developed their technological practice. Two interaction strategies occurred that placed either the CoP in control or the teacher in control. When the teacher was in control four interaction styles occurred with the teacher managing the interaction of the CoP representative. This management allowed the teacher to filter the degree of direct interaction. This research shows that technology teachers' belief systems affected the pedagogy of the CoP-student interaction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand