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Convergent Adaptation in Small Groups: Understanding Professional Development Activities Through a Complex Systems Lens
ARTICLE

, , , University of Pennsylvania, United States

Journal of Technology and Teacher Education Volume 18, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Understanding the dynamics of individual or group adaptation can provide valuable information for constructing professional development strategies to increase chances of instructional success. This paper reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation in two cases of teachers working together on a technology-based curriculum construction activity and explores the relationship between group characteristics and adaptation processes. We have used the core complex systems concept of adaptation as a lens for understanding how and why some teachers are better able to adapt to the educational program requirements. The results show that processes of convergence and non-convergence influenced adaptive outcomes, and that the more similar the teaching characteristic index (TCI) number was among group members, the more likely it was that group dynamics would result in convergent adaptive outcomes.

Citation

Yoon, S., Liu, L. & Goh, S.E. (2010). Convergent Adaptation in Small Groups: Understanding Professional Development Activities Through a Complex Systems Lens. Journal of Technology and Teacher Education, 18(2), 319-344. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 26, 2019 from .

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Cited By

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  • U.S. teachers’ perceptions of online professional development

    Seth A. Parsons & Amy C. Hutchison, George Mason University, United States; Leigh A. Hall, University of Wyoming, United States; Allison Ward Parsons, Samantha T. Ives & Alicia Bruyning Leggett, George Mason University, United States

    Teaching and Teacher Education: An International Journal of Research and Studies Vol. 82, No. 1 (June 2019) pp. 33–42

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