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Theoretical Foundations for Design of Online Tools for a Professional Learning Community for Novice Science Teachers
PROCEEDINGS

, , , Texas A&M University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Professional Learning Community Model for Entry into Teaching Science (PLC-METS) is an iterative model and partnership between a large research university and two school districts in a large metropolitan area in south east Texas that is focused on developing a professional learning community that increases the retention and quality of middle school science teachers. To support this community the online tools have shifted from an online managerial portal in the initial model that organized documents, websites, and asynchronous discussions to the use of a wiki, blogs, iGoogle, listservs, and a private social network to support the “just in time, just for me” needs of novice teachers. We propose that effective virtual mentoring where teachers can exchange information and resources, solve problems, and construct new knowledge both with their peers and more established professionals at any time they need will likely improve the quality of instruction performed by the novice teachers involved in the professional development program.

Citation

Miller, H., Kim, H.J. & Herbert, B. (2009). Theoretical Foundations for Design of Online Tools for a Professional Learning Community for Novice Science Teachers. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2015-2018). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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