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A qualitative case study of an electronic learning community as a community of practice for new and veteran online teachers.

机译：电子学习社区作为新手和资深在线教师实践社区的定性案例研究。

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摘要

This qualitative case study used Wenger's (1998) communities of practice (CoP) framework to analyze how the institutionally-driven electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online teachers in quality online teaching. Components of the eLC process were analyzed according to elements of the CoP framework, which provided a theoretical lens through which to analyze data gathered through interviews, observations, and document collection. Further, Lave and Wenger's (1991) concept of legitimate peripheral participation (LPP), which describes the participation of new CoP members as they move toward full membership, was used to examine the participation and perspective of new eLC members at SVHS. Three eLCs within the English department were selected for observations and document analysis. Seven interview participants included the chief academic officer, two instructional leaders, two veteran teachers, and two new teachers at SVHS.;Findings revealed several areas of alignment between the eLC process and the CoP framework, particularly with Wenger's (1998) notion of practice within a CoP as a duality between participation and reification. The institutionally-driven nature of the eLC process was found to support new and veteran online teachers in quality online teaching while at the same time posing a barrier to alignment with the CoP framework. Elements of LPP were evident in case study data, particularly in the way the eLC process granted new members access to resources and to the practice of other members. Other elements of LPP were less visible in the eLC process, such as becoming and conferring legitimacy. Recommendations were made to increase alignment between the eLC process, the CoP framework, and LPP for new eLC members, including the implementation of a mentoring system to provide additional support for new online teachers and use of the TPCK framework to focus on alignment between content, pedagogy, and technology in designing professional learning for online teachers. Further, recommendations were made to guide researchers in the selection of topics and methodologies for future research.
机译：该定性案例研究使用了Wenger（1998）的实践社区（CoP）框架来分析建立的州立虚拟中学（SVHS）中由制度驱动的电子学习社区（eLC）流程如何在高质量的在线教学中支持新手和资深在线老师。根据CoP框架的元素对eLC流程的组成部分进行了分析，该框架提供了一个理论上的视角，可以用来分析通过访谈，观察和文档收集收集的数据。此外，Lave和Wenger（1991）的合法外围设备参与（LPP）概念描述了新CoP成员逐渐成为正式成员时的参与情况，该概念用于检验SVHS中新eLC成员的参与和观点。选择了英语部门内的三个eLC进行观察和文档分析。七名受访者包括首席学术官，两名教学带头人，两名资深教师和SVHS的两名新教师;调查结果揭示了eLC流程与CoP框架之间在几个方面的一致性，特别是与Wenger（1998）的实践观念相一致CoP是参与和修正之间的二元性。人们发现，eLC流程的制度驱动性质可以为新手和资深在线教师提供高质量的在线教学支持，同时也为与CoP框架保持一致提供了障碍。 LPP的要素在案例研究数据中很明显，尤其是在eLC流程授予新成员访问资源和其他成员实践的方式时。 LPP的其他元素在eLC流程中不那么明显，例如成为并赋予合法性。提出了一些建议，以提高eLC流程，CoP框架和针对新eLC成员的LPP之间的一致性，包括实施指导系统以为新的在线教师提供更多支持，以及使用TPCK框架来关注内容之间的一致性，教学设计和在线教师专业学习的技术。此外，还提出了一些建议，以指导研究人员选择未来研究的主题和方法。

著录项

  • 作者

    Linton, Jayme Nixon.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Education Teacher Training.;Education Technology of.;Education Leadership.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 344 p.
  • 总页数 344
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:53:32

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