Fostering community cohesion to sustain small scale online professional development courses
Henderson, Michael (2006) Fostering community cohesion to sustain small scale online professional development courses. Australian Educational Computing, 21 (2). pp. 9-15.
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This research explores how community cohesion can sustain teacher participation in a small-scale, mixed-mode (face-to-face and online) professional development (PD) course. Secondary school teachers in Queensland undertook a mixed mode PD course utilising Education Queensland's Learning Place. The results indicate significantly longer participation than required and when combined with interview data supports the proposed community cohesion model as a useful construct in reconsidering traditionally ineffective PD design. The community cohesion model, based on Wenger's (1998) Community of Practice, proposes that a community is sustained when teachers work together (mutual engagement) responding to a common need (joint enterprise) and consequently share their ideas, stories, experiences and skills (shared repertoire). This process is as much a transformation of identity as of practice.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||professional development; community of practice; teachers; online; sustained engagement|
|Date Deposited:||26 Nov 2009 01:59|
|FoR Codes:||13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Citation Count from Scopus||