TY - CHAP

T1 - An online course design for inservice teacher professional development in a digital age

T2 - The effectiveness of the double-layered CoP model

AU - Lee, Kyungmee

AU - Brett, Clare

PY - 2016/10/12

Y1 - 2016/10/12

N2 - This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach. DBR provides an iterative cycle of design, implementation, evaluation and improvement of the design. This chapter includes a detailed description of the design context of the model including design considerations and theoretical frameworks upon which the model is based. The chapter also demonstrates how the model works in practice referencing important issues in current teacher education practices and offering suggestions for how DBR can guide teacher educators' teaching and research practices. Four course participants' learning experiences are presented as case studies to illustrate more clearly the way the model seems to be facilitating teachers' learning processes.

AB - This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach. DBR provides an iterative cycle of design, implementation, evaluation and improvement of the design. This chapter includes a detailed description of the design context of the model including design considerations and theoretical frameworks upon which the model is based. The chapter also demonstrates how the model works in practice referencing important issues in current teacher education practices and offering suggestions for how DBR can guide teacher educators' teaching and research practices. Four course participants' learning experiences are presented as case studies to illustrate more clearly the way the model seems to be facilitating teachers' learning processes.

U2 - 10.4018/978-1-5225-1624-8.ch029

DO - 10.4018/978-1-5225-1624-8.ch029

M3 - Chapter

AN - SCOPUS:85018605745

SN - 1522516247

SN - 9781522516248

VL - 2-4

SP - 583

EP - 610

BT - Educational Leadership and Administration

PB - IGI Global

ER -