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Teacher development through participation in a virtual community of support and communication
PROCEEDINGS

, Laval University, Canada

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A virtual community of support and communication for pre-service teachers (TACT) connected to a school-based teacher community began as a design experiment in 1995, and evolved to devote some of its time to knowledge building (on teaching and learning in a networked classroom). For this study, activity theory, and especially the perspective of expansive learning (Engeström, 1987), was adopted. Onsite/online ethnography led to the description of sustained engagement in the two activity systems (the pre-service teachers’ virtual community and the school-based teacher community) of a professional development school (PDS). Participants’ boundary-crossing actions were identified in order to capture moves within and between activity systems as the virtual community transformed into a knowledge building community. Pedagogical implications for pre- and in-service teacher education are drawn.

Citation

Laferriere, T. (2010). Teacher development through participation in a virtual community of support and communication. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2272-2279). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 17, 2019 from .

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