Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse?

By Mark S. Schlager, J. Fusco. 2003

537 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/efd1eadc8a70026d8053137eb812bdd90f6b616b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Technology in Support of Collaborative Learning (2007, background): “Meaning-making, as a critical element of learning, involves active participation (Lave & Wenger, 1991) in a networked community (Barab, Kling, & Gray, 2004; Schlager & Fusco, 2004).”
Motivation and learning in an online, unmoderated, mathematics workshop for teachers (2011, background): “This format could effectively support diverse types of learners to work online since it accommodates specifications for successful TPD: content that (a) involves experimentation and opportunities for reflection (e.g., Blumenfeld et al. 1991), (b) provides a bridge between TPD and the users’ school c”
What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning (2015, background): “Some researchers (e.g., Cambridge & Perez-Lopez, 2012; Evans & Powell, 2007; Schlager & Fusco, 2003) critique the optimal design, conceptual role and practical use of online CoPs to support educators' decision making, professional development and preservice teacher training.”
#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K–12 Teachers (2014, background): “…financial resources (Masters, de Kramer, O’Dwyer, Dash, & Russell, 2010), cover material and skills that are frequently “disconnected from practice” (Schlager & Fusco, 2003, p. 95) and do not necessarily contribute to the teacher’s repertoire of skills (Joyce & Showers, 2002), and often do not…”
Outdoor Adventure Education: Applying Transformative Learning Theory to Understanding Instrumental Learning and Personal Growth in Environmental Education (2011, background): “Such communities of practice (or purpose) have been shown to support behavior changes once participants return home after an intense professional development experience (Schlager & Fusco, 2004 ).”
Teacher Participation in Online Communities (2009, background): “There have been studies concerning research-driven online communities of teachers (e.g., Barab, MaKinster, Moore, & Cunningham, 2001; Schlager & Fusco, 2003), but selfgenerated online communities of teachers have been less thoroughly investigated (Hur & Hara, 2007).”
Empirical study of motivators and barriers of teacher online knowledge sharing (2007, background): “Prior research and writings on computer network-mediated CoPs in the education field have largely focused on learning environment design concerns such as how to design tools for teachers to capture and share knowledge (e.g., Carroll et al. 2003), or ways in which online sociotechnical infrastructure”
Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia (2005, background): “Researchers have used LPP to understand the nature of online communities as CoPs in the past [21].”