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- W2899052694 abstract "This paper draws on research from a larger projectthat concerned new teachers studying the Master ofTeaching (MTeach). The research was interested inhow teacher’s participation in the online discussions(ODs) contributed to feelings of community and howthis helped them develop and understand better theirpractice. It was apparent that participants felt thatelements of community developed during the MTeachand that the ODs helped facilitate and sustain thiscommunity. This is something that sometimescontrasted with their experiences in school or was anadditional support network for them. The value ofthese communities manifested itself in participantsfeeling less isolated, feeling safe, being able tohonestly share and compare experiences in a nonjudgmentalway, feeling trust and being empoweredand more confident about their teaching strategies.The ODs enabled a practitioner focus whereparticipants could share information andexperiences and seek advice. This centered on whatwas happening at school, in their department, intheir classroom, with groups and with individualstudents. Often this involved discussing relativelyshort term issues and ideas but there was clearevidence of longer term strategies starting to developand be considered important. These practical issueswere not only about their classes and teaching butalso about wider early professional development(EPD) matters such as support and power relations.Findings are that the ODs provided a sense ofcommunity, with an underlying practitioner focusthat developed their criticality. That these gains werethe result of careful pedagogic design thatunderpinned the ODs." @default.
- W2899052694 created "2018-11-09" @default.
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- W2899052694 date "2017-03-30" @default.
- W2899052694 modified "2023-09-24" @default.
- W2899052694 title "Community of Practice or Practice Communities: Online Teacher Development" @default.
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- W2899052694 doi "https://doi.org/10.20533/ijels.2046.4568.2017.0067" @default.
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