The New Approach of Teacher Professional Development Under Ecological Approach - Constructing the Teacher Virtual Community of Practice

2009 ◽  
Author(s):  
Miao-miao Zeng ◽  
Jian Zhao
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Teacher Professional Development ◽  
Virtual Community ◽  
Ecological Approach ◽  
New Approach ◽  
Virtual Community Of Practice ◽  
Teacher Professional

Written Speech

2018 ◽  
Vol 8 (4) ◽  
pp. 38-49
Author(s):  
Pamela Moen ◽  
Kelley Walters
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Knowledge Building ◽  
Virtual Community ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
The Impact ◽  
Written Speech

Data collected within this qualitative, multiple-case study included teachers' knowledge building preferences for written speech in a virtual community of practice (VCoP), blended learning, teacher professional development program. This data was analyzed using the theoretical tenets of Vygotsky's social constructivist learning theory. Through heterogeneous sampling, six sites were selected from 11 program participating schools, with 11 participating teachers purposively selected from these sites. Following semi-structured participant interviews, data were coded and analyzed, where the findings indicated that participants preferred the audiovisual learning content to the written activity format in the blended learning, VCoP teacher professional development program. Program developers may use the research findings to guide the development of VCoP content alternatives to singularly text based online professional development delivery models. Recommendations for future research include studies that address the impact of audiovisual VCoP content on knowledge building.

scholarly journals Professional development of school library staff in Trinidad and Tobago

2021 ◽  
Author(s):  
Simone J. Primus
Keyword(s):  
Professional Development ◽  
Trinidad And Tobago ◽  
Community Of Practice ◽  
School Library ◽  
Virtual Community ◽  
Development Program ◽  
Collaborative Problem Solving ◽  
Virtual Community Of Practice ◽  
Library Staff ◽  
The Impact

Using a qualitative case study approach, this study explored the impact of participation in a virtual community of practice on the professional development of secondary school library staff in Trinidad and Tobago. Participants engaged in forum discussions, Web meetings, and online collaborative problem solving over a 12-week period. Preliminary findings suggest that participation in a virtual community of practice impacted participants in four areas: technical, social, cognitive, and tangible. School library practitioners and administrators could use this research to help them develop an informal ongoing professional development program.

Teaching/Learning Relational Dynamic

2020 ◽  
pp. 91-113
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Teacher Professional Development ◽  
Community Building ◽  
Intentional Community ◽  
Antiracist Education ◽  
Teacher Transformation ◽  
Teacher Professional ◽  
Teaching Learning

The authors contend that relationships are the basis for the teacher transformation that can occur in antiracist teacher professional development. Because self-understandings are developed contextually in relationship with others, sensitive instructor attention created the trust that was essential for teachers to critically examine long held assumptions about race, themselves, and their students. Furthermore, instructors designed the program to build trust among the teachers as teachers additionally learned through interactions with each other. Intentional community building also developed the community of practice that allowed for teachers' gradual participation in the critical work of antiracist education both in the program and in their own classrooms.

P166: The chief resident incubator - a virtual community of practice

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S116-S116
Author(s):  
F. Zaver ◽  
M. Gisondi ◽  
A. Chou ◽  
M. Sheehy ◽  
M. Lin
Keyword(s):  
Professional Development ◽  
Emergency Medicine ◽  
Medical Education ◽  
Community Of Practice ◽  
Digital Health ◽  
Chief Resident ◽  
Virtual Community ◽  
Health Professions ◽  
Grand Round ◽  
Virtual Community Of Practice

Introduction: The Emergency Medicine Chief Resident Incubator is a year-long curriculum for chief residents that aims to provide participants with a virtual community of practice, formal administrative training, mentorship, and opportunities for scholarship. Methods: The Chief Resident Incubator was designed by Academic Life in Emergency Medicine (ALiEM; www.aliem.com) a digital health professions education organization in 2015, following a needs assessment in emergency medicine. A 12-month curriculum was created using constructivist social learning theory, with specific learning objectives that reflected 11 key administrative or professional development domains deemed important to chief residents. The topics covered included interviewing skills, contract negotiations, leadership, coaching, branding, conflict resolution, and ended with a focus on wellness and career longevity. A Core Leadership Team and Virtual Mentors were recruited to lead each annual iteration of the curriculum. The Incubator was implemented as a virtual community of practice using Slack©, a messaging and digital communication platform. Ancillary technology such as Google Hangout on Air© and Mailchimp© were used to facilitate learner engagement with the curriculum. Three in person networking events were hosted at three large emergency medicine and education conferences with special medical education guests. Outcomes include chief resident participation rates, Slack© activity, Google Hangout© web analytics, newsletter email engagement, and scholarship. We also incorporated a hidden curriculum throughout the year with multiple online publications, competitions for guest grand round presentations, and incorporation of digital technologies in medical education. Results: A total of 584 chief residents have participated over the first 3 years of the Chief Resident Incubator; this includes chief residents from over 212 residency programs across North America. Over 27,000 messages have been shared on Slack© (median 214 per week). A total of 32 Google Hangouts© have occurred over the course of the inaugural Incubator including faculty mentorship from Dr. Rob Rogers, Dr. Dara Kass and Dr. Amal Mattu. A monthly newsletter was distributed to the participants with an opening rate of 59%. Scholarship included 26 published academic blog posts, 2 open access In-Training exam prepbooks, a senior level online curriculum with 9 published modules and 3 book club reviews. Conclusion: The Chief Resident Incubator is a virtual community of practice that provides longitudinal training and mentorship for chief residents. This Incubator framework may be used to design similar professional development curricula across various health professions using an online digital platform.

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