Promoting Sustainable Teacher Learning: Nurturing a School-Based Technology-Enhanced Teacher Community of Practice

Tamar Novik, Dani Ben-Zvi

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The goal of this research is to design and study a socio-technological infrastructure that can support sustainable teacher learning. We hypothesize that leveraging on existing teachers' social infrastructure in their real-world settings, can lead to such sustainable learning. Informed by situated learning theory, we designed an intervention to foster the development of a high school teacher department as a technology-enhanced community of practice (CoP), by engaging teachers in authentic activities as members of their local community. This longitudinal study examined the long standing effects of the intervention over a period of two years. Qualitative analysis was performed based on data from observations and semi-structured interviews. Evidence for sustainable learning was found, where members of the CoP have shown an improved collective ability to learn from one another, supported by a socio-technological infrastructure. Recommendations for professional development design that may promote sustainable teacher learning are included. (מתוך המאמר‎)
Translated title of the contributionקידום למידה בת-קיימא של מורים באמצעות טיפוח קהילת מעשה בית ספרית מוגברת טכנולוגיה
Original languageEnglish
Title of host publicationהאדם הלומד בעידן הטכנולוגי: כנס צ'ייס למחקרי טכנולוגיות למידה (קובץ)
Publisherהאוניברסיטה הפתוחה ושה"ם
Pages13 (2018), 19E-25E
Number of pages13
StatePublished - 2018

IHP Publications

  • ihp
  • התפתחות מקצועית -- מורים
  • Teachers -- In-service training
  • שיתוף פעולה
  • Cooperativeness
  • עבודת צוות
  • Teams in the workplace
  • למידה בקבוצות
  • Team learning approach in education

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