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Conceptualizing school-based teacher learning from teachers' points of view: Holistically leveraging formal, informal, and independent learning activities
Proceeding

, Virginia Commonwealth University, United States ; , University of Virginia, United States

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Improving in-service teacher education is paramount to improving student learning outcomes, and while research in this area typically examines formal teacher learning opportunities, emerging research indicates that teachers also engage in informal and independent modes of learning. Our inquiry into how teachers learned about integrating technology into their instruction highlighted their ability to seamlessly switch among all three modes as their needs required and opportunities allowed, which the literature to date does not capture. We apply the communities of practice theoretical framework to conceptualize a holistic approach to supporting in-service teachers’ learning activities. By identifying the affordances and constraints of these three learning modes we illustrate how the affordances in modes counteract the constraints of the others.

Citation

Jones, M. & Dexter, S. (2016). Conceptualizing school-based teacher learning from teachers' points of view: Holistically leveraging formal, informal, and independent learning activities. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 935-945). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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