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Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-Generated Online Communities of K-12 Teachers?
ARTICLE

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Journal of Research on Technology in Education Volume 41, Number 3, ISSN 1539-1523

Abstract

The purpose of this study was to examine reasons for teacher participation in online communities of K-12 teachers. The authors interviewed 23 teachers from three self-generated online communities and analyzed more than 2,000 postings in those communities. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie. In conclusion, the findings imply that when designing teacher professional development programs, more emphasis needs to be placed on teachers' emotional sharing and promotion of self-esteem. (Contains 2 tables and 1 figure.)

Citation

Hur, J.W. & Brush, T.A. (2009). Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-Generated Online Communities of K-12 Teachers?. Journal of Research on Technology in Education, 41(3), 279-303. Retrieved December 11, 2019 from .

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