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What are student inservice teachers talking about in their online Communities of Practice?: investigating student inservice teachers’ experiences in a double-layered CoP

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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What are student inservice teachers talking about in their online Communities of Practice? investigating student inservice teachers’ experiences in a double-layered CoP. / Lee, Kyungmee; Brett, Clare.
In: Journal of Technology and Teacher Education, Vol. 21, No. 1, 01.2013, p. 89-118.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Lee, K & Brett, C 2013, 'What are student inservice teachers talking about in their online Communities of Practice? investigating student inservice teachers’ experiences in a double-layered CoP', Journal of Technology and Teacher Education, vol. 21, no. 1, pp. 89-118. <https://www.learntechlib.org/p/40500/>

APA

Lee, K., & Brett, C. (2013). What are student inservice teachers talking about in their online Communities of Practice? investigating student inservice teachers’ experiences in a double-layered CoP. Journal of Technology and Teacher Education, 21(1), 89-118. https://www.learntechlib.org/p/40500/

Vancouver

Lee K, Brett C. What are student inservice teachers talking about in their online Communities of Practice? investigating student inservice teachers’ experiences in a double-layered CoP. Journal of Technology and Teacher Education. 2013 Jan;21(1):89-118.

Author

Lee, Kyungmee ; Brett, Clare. / What are student inservice teachers talking about in their online Communities of Practice? investigating student inservice teachers’ experiences in a double-layered CoP. In: Journal of Technology and Teacher Education. 2013 ; Vol. 21, No. 1. pp. 89-118.

Bibtex

@article{e98a5ef9eb67401f9b1cc4912ccb7989,
title = "What are student inservice teachers talking about in their online Communities of Practice?: investigating student inservice teachers{\textquoteright} experiences in a double-layered CoP",
abstract = "This qualitative case study is the first phase of a large-scale design-based research project to implement a theoretically derived double-layered CoP model within real-world teacher development practices. The main goal of this first iteration is to evaluate the courses and test and refine the CoP model for future implementations. This paper demonstrates the potential synergies between two major approaches to teacher professional development practices: i) teachers{\textquoteright} CoPs development and ii) online teacher education courses. The double-layered CoP model could provide a practical integration of the two approaches by providing student inservice teachers in an online graduate course with meaningful opportunities to participate in two different teachers{\textquoteright} CoPs: i) an internal course CoP and ii) an external professional CoP. Our analysis of student inservice teachers{\textquoteright} CoPs experiences shows that the two layers of CoPs supported each other iteratively through the course period. Several design considerations for the second iteration of the online course design are also addressed.",
author = "Kyungmee Lee and Clare Brett",
note = "{\textcopyright} 2013 SITE",
year = "2013",
month = jan,
language = "English",
volume = "21",
pages = "89--118",
journal = "Journal of Technology and Teacher Education",
issn = "1059-7069",
publisher = "Association for the Advancement of Computing in Education",
number = "1",

}

RIS

TY - JOUR

T1 - What are student inservice teachers talking about in their online Communities of Practice?

T2 - investigating student inservice teachers’ experiences in a double-layered CoP

AU - Lee, Kyungmee

AU - Brett, Clare

N1 - © 2013 SITE

PY - 2013/1

Y1 - 2013/1

N2 - This qualitative case study is the first phase of a large-scale design-based research project to implement a theoretically derived double-layered CoP model within real-world teacher development practices. The main goal of this first iteration is to evaluate the courses and test and refine the CoP model for future implementations. This paper demonstrates the potential synergies between two major approaches to teacher professional development practices: i) teachers’ CoPs development and ii) online teacher education courses. The double-layered CoP model could provide a practical integration of the two approaches by providing student inservice teachers in an online graduate course with meaningful opportunities to participate in two different teachers’ CoPs: i) an internal course CoP and ii) an external professional CoP. Our analysis of student inservice teachers’ CoPs experiences shows that the two layers of CoPs supported each other iteratively through the course period. Several design considerations for the second iteration of the online course design are also addressed.

AB - This qualitative case study is the first phase of a large-scale design-based research project to implement a theoretically derived double-layered CoP model within real-world teacher development practices. The main goal of this first iteration is to evaluate the courses and test and refine the CoP model for future implementations. This paper demonstrates the potential synergies between two major approaches to teacher professional development practices: i) teachers’ CoPs development and ii) online teacher education courses. The double-layered CoP model could provide a practical integration of the two approaches by providing student inservice teachers in an online graduate course with meaningful opportunities to participate in two different teachers’ CoPs: i) an internal course CoP and ii) an external professional CoP. Our analysis of student inservice teachers’ CoPs experiences shows that the two layers of CoPs supported each other iteratively through the course period. Several design considerations for the second iteration of the online course design are also addressed.

M3 - Journal article

VL - 21

SP - 89

EP - 118

JO - Journal of Technology and Teacher Education

JF - Journal of Technology and Teacher Education

SN - 1059-7069

IS - 1

ER -