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Informal online communities and networks as a source of teacher professional development: A review
ARTICLE

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TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Informal online communities and networks offer teachers the possibility of voluntarily engaging in shared learning, reflecting about teaching practice and receiving emotional support. Bottom-up online communities and networks are an important source of professional development, although research around these social learning structures mainly consists in describing particular cases using a wide diversity of theoretical and methodological approaches. This review analyses the existing theoretical frameworks and methodological approaches, the main characteristics and practices of online communities and networks, as well as their principal repercussions in teacher professional development. A critical analysis of the emergent themes in the revised articles sheds light on eligible perspectives for further research.

Citation

Macià, M. & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 291-307. Elsevier Ltd. Retrieved February 22, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.01.021

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