An online course design for inservice teacher professional development in a digital age:The effectiveness of the double-layered CoP model

Lee, Kyungmee and Brett, Clare (2016) An online course design for inservice teacher professional development in a digital age:The effectiveness of the double-layered CoP model. In: Educational Leadership and Administration. IGI Global, pp. 583-610. ISBN 1522516247

Full text not available from this repository.

Abstract

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.

Item Type:
Contribution in Book/Report/Proceedings
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300
Subjects:
ID Code:
130306
Deposited By:
Deposited On:
04 Jan 2019 04:50
Refereed?:
No
Published?:
Published
Last Modified:
16 Nov 2020 10:40