A design framework for online teacher professional development communities

被引：8
|
作者：
Liu, Katrina Yan [1 ]
机构：
[1] Univ Wisconsin, Dept Curriculum & Instruct, Whitewater, WI 53190 USA
来源：
ASIA PACIFIC EDUCATION REVIEW | 2012年 / 13卷 / 04期
关键词：
Community of practice; Online learning communities; Teacher professional development; Online technology;
D O I：
10.1007/s12564-012-9230-0
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three contextual factors. The design factors include learning goals, communication tools, participant structures, and member responsibilities; the contextual factors are culture, politics, and economics. Finally, the role of universities and implications of the design framework for teacher professional development in the new culture of learning are discussed.
引用
收藏
页码：701 / 711
页数：11
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