Henderson, Michael (2006) Using online community design to sustain teacher professional development. In: Proceedings of the International Conference on Information Communications Technologies in Education. pp. 270-274. From: International Conference on Information Communication Technologies in Education (ICICTE) 2006: Readings in Technology, 6-8 July 2006, Rhodes, Greece.

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Abstract

This longitudinal study of Australian and United Kingdom teachers uses Wenger's theory of Community of Practice as a framework tor online Professional Development (PO) aimed at facilitating community engagement. Initial analysis indicates a sustained engagement over time with an average participation of ten weeks. Issues of accountability and intra-community rhythm appear to factor highly in the Australian case study while the issue of mutual engagement is Significant in the United Kingdom case study. It is argued that, essentially uncontrollable forces of community, identity and practice can be designed for and ultimately sustain teacher engagement.

Item ID:	4362
Item Type:	Conference Item (Research - E1)
ISSN:	1109-2084
Keywords:	online; professional development; sustained engagement; teachers
Date Deposited:	08 Dec 2009 05:23
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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