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Sustaining online teacher professional development through community design

机译：通过社区设计来维持在线教师的专业发展

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Purpose - The purpose of this paper is to explore the role of community of practice in sustaining teachers' participation in a blended (face-to-face and online) professional development course. Design/methodology/approach - A longitudinal multiple-case study methodology was used in researching groups of five teachers in Australia and four teachers in the UK. The two groups independently participated in an initial face-to-face training day and then completed the professional development course via an online learning environment (Blackboard). The course was designed to facilitate community of practice cohesion. Data collection included surveys, data mining of online activity, discussion forums and e-mails, and semi-structured interviews. Findings - The paper finds that the participants of both case studies demonstrated sustained engagement for more than twice the minimum requirement. While the Australian case study was sustained through a community-defined regime of participation, the UK case study increasingly relied on the course facilitator to broker both practices and a community rhythm by which they could participate. Sustained participation in the Australian case study was supported by mutuality as seen in reciprocity of interaction and social engagement. Originality/value - Transformative professional development is dependent on a number of design principles, including that it needs to be sustained over time. The literature reveals that neither face-to-face nor online professional development, per se, sustains engagement. This research demonstrates that teacher participation can be sustained by designing for community of practice cohesion, in a blended mode of delivery with small groups of participants.
机译：目的-本文的目的是探讨实践社区在维持教师参与混合（面对面和在线）专业发展课程中的作用。设计/方法/方法-纵向多案例研究方法用于研究由澳大利亚的五名教师和英国的四名教师组成的小组。两组独立参加了最初的面对面培训日，然后通过在线学习环境（黑板）完成了专业发展课程。该课程旨在促进实践凝聚力。数据收集包括调查，在线活动的数据挖掘，论坛和电子邮件以及半结构化访谈。调查结果-该论文发现，两个案例研究的参与者都显示出持续的参与是最低要求的两倍以上。尽管澳大利亚案例研究是通过社区定义的参与机制来维持的，但英国案例研究越来越依赖课程主持人来促成实践和他们可以参与的社区节奏。从互动和社会参与的互惠中可以看出，持续参与澳大利亚案例研究得到了相互支持。原创性/价值-变革性的职业发展取决于许多设计原则，包括需要随着时间的流逝而持续下去。文献表明，面对面或在线专业发展本身都无法维持参与度。这项研究表明，通过以小群体参与者的混合授课模式设计实践凝聚力社区，可以维持教师的参与。

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