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Unpacking Network and Discourse of Educators in Professional Learning Communities
PROCEEDING

, , Michigan Virtual Learning Research Institute, Michigan Virtual, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explored the network and discourse of a group of educators, all of whose roles inhibited their participation in professional communities at either the school or district level after they joined virtual professional communities (VPCs). The two VPCs in question included one for mentors who supported online learners, and one for early literacy coaches who worked with teachers to improve literacy instruction. Using network and textual data that was created by the participants as a result of interactions, the researcher conducted social network and text-mining analysis. The findings reveal that members exchanged high quality practical knowledge and ideas about professional identity. Areas in which the VPCs could be improved are also discussed.

Citation

Kwon, J. & DeBruler, K. (2019). Unpacking Network and Discourse of Educators in Professional Learning Communities. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 926-936). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2019 from .

Presentation

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