Extending Content-Focused Professional Development through Online Communities of Practice

被引：21

作者：

Vavasseur, Cynthia B. ^{[1
]}

MacGregor, S. Kim ^{[2
]}

机构：

[1] Nicholls State Univ, Thibodaux, LA 70310 USA

[2] Louisiana State Univ, ETPP, Baton Rouge, LA 70803 USA

来源：

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2008年 / 40卷 / 04期

关键词：

professional development; online communities of practice; principal support; middle schools;

D O I：

10.1080/15391523.2008.10782519

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding/rom this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss issues, and to make new connections with colleagues as well as with their principal. In addition, teachers gained curriculum-based knowledge, developed enhanced self-efficacy with respect to implementing technology, and collaborated on the development of interdisciplinary curriculum units.

引用

页码：517 / 536

页数：20

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