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A study of peer coaching in teachers' online professional learning communities

Published on Jun 1, 2017in Universal Access in The Information Society0.92
· DOI :10.1007/s10209-016-0461-4
Si Zhang3
Estimated H-index: 3
(CCNU: Central China Normal University),
Qingtang Liu4
Estimated H-index: 4
(CCNU: Central China Normal University),
Qiyun Wang14
Estimated H-index: 14
(NTU: Nanyang Technological University)
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Abstract
Facilitating professional development of teachers has been considered as a critical factor for improving education quality. The use of an online professional learning community can provide professional development opportunities including courses, activities, and interactions with peers; thus, teachers can get together to share their resources, solve problems, develop working strategies, and improve their performance. In this study, peer coaching consists of four factors: academic support, technical support, emotional support, and reflective support. The authors collected self-reports regarding peer coaching behavior from 376 members of online professional learning communities in China. Data analyses and investigations of logs showed that the teachers had rated themselves as slightly above the average in all the factors of peer coaching. Peer coaching was mainly composed of reflective support and emotional support. Male teachers tended to provide more technical support, and senior teachers tended to provide more academic support and less technical support. The teachers with 6---10 years of teaching experience scored lowest in the construct of technical support. There was no significant difference between primary school and junior high school teachers. The findings of this study suggest that the development of teachers' pedagogical, content, and technological knowledge (TPACK) may help to improve the effect of peer coaching and conducting training for teachers before the peer coaching process may help.
  • References (43)
  • Citations (4)
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References43
Newest
Published on Sep 1, 2015in Journal of Educational Computing Research1.54
Qingtang Liu4
Estimated H-index: 4
(CCNU: Central China Normal University),
Si Zhang3
Estimated H-index: 3
(CCNU: Central China Normal University),
Qiyun Wang14
Estimated H-index: 14
(NIE: National Institute of Education)
Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study surveyed the TPACK perceptions of 2,728 Chinese in-service K12 teachers. A questionnaire adapted from Koh, Chai, and Tsai’s survey was validated by reliabili...
Published on Jun 1, 2015in Universal Access in The Information Society0.92
Chia-Wen Tsai13
Estimated H-index: 13
(MCU: Ming Chuan University)
As Internet and educational technologies are increasingly used in higher education in recent years, teachers should design and provide effective online teaching methods to help students achieve satisfactory learning performance. Based on the needs in computing courses and the necessity to build up students' regular learning habits in online learning environments, the author in this study integrated design thinking (DT) with co-regulated learning (CRL) to develop students' computing skills, and c...
Published on Apr 1, 2015in Teaching and Teacher Education2.41
L Linda Keuvelaar-van den Bergh5
Estimated H-index: 5
,
Anje Ros9
Estimated H-index: 9
,
D Douwe Beijaard28
Estimated H-index: 28
(TU/e: Eindhoven University of Technology)
The purpose of this study was to gain insight into characteristics of teacher learning in the context of a successful continuing professional development programme (CPD programme). An in-depth case study of the learning activities of two teachers, the problems they encountered and the way they regulated their learning was conducted. Results show that these teachers differed greatly from each other: one teacher showed a meaning directed learning pattern, while the other teacher's learning pattern...
Published on Dec 4, 2014in Journal Plus Education
Dalila Lino1
Estimated H-index: 1
Early childhood teacher education is a central component of the professional development process. Research points out that the training of teachers of young children is extremely important in the professional development of early childhood teachers, and for the development of the quality of educational contexts. This paper reflects on the contributions of in-service training for the professional development of early childhood teachers and for the development of their organizational contexts. The...
Published on Nov 1, 2014in Teaching and Teacher Education2.41
Luiz Gustavo Ribeiro Rolando3
Estimated H-index: 3
,
Daniel Fábio Salvador3
Estimated H-index: 3
+ 1 AuthorsMaurício Roberto Motta Pinto da Luz7
Estimated H-index: 7
Abstract This study investigated the use of a virtual learning community (VLC-Bio) combined to an online teachers' professional development program. VLC-Bio enabled the sharing of biological knowledge, teaching methods and didactic resources. Although they presented a limited initial profile of internet use directed to socialization, the results indicated that participation in the VLC-Bio focused internet use for teaching and learning purposes. The VLC-Bio offered opportunities to develop the ab...
Published on Apr 1, 2014in Computers in Education
Cynthia Carter Ching5
Estimated H-index: 5
(UC Davis: University of California, Davis),
Anthony W. Hursh2
Estimated H-index: 2
This paper draws on three years of data from an online course on educational technology for practicing teachers, in which a goal was for teachers to develop a web-based application they could use in their own teaching. Based on analyses of discussion forums and teachers' course projects, we found that iterations of the course evolved over the years from being a loose association of peers involved in vastly different development projects with different tools, to a community of designers involved ...
Published on Mar 1, 2014in Computers in Education
Fan-Chuan Tseng2
Estimated H-index: 2
(NUTN: National University of Tainan),
Feng-Yang Kuo19
Estimated H-index: 19
(NSYSU: National Sun Yat-sen University)
To facilitate professional development of teachers in the online context, the online community of practice (CoPs) has become an important platform in which individuals with similar interests or common goals get together to share their resources, develop working strategies, solve problems, and improve individual as well as organizational performance. In this study, we have collected self-reported knowledge-sharing behaviors from 321 members of the largest online professional CoP of teachers in Ta...
Published on Jan 1, 2014in Educational Technology & Society
Chia-Pin Kao1
Estimated H-index: 1
,
Chin-Chung Tsai64
Estimated H-index: 64
,
Meilun Shih3
Estimated H-index: 3
The major purpose of this study was to develop a survey to measure elementary school teachers' self-efficacy for web-based professional development. Based on interviews with eight elementary school teachers, three scales of web-based professional development self-efficacy (WPDSE) were formed, namely, general self-efficacy (measuring teachers' general capabilities of using Internet tools or completing basic web-based tasks), interaction self-efficacy (assessing teachers' perceived abilities of en...
Published on Jan 1, 2014
Trisha Nishimura1
Estimated H-index: 1
(Whittier College)
Introduction Creating an inclusive education for students with and without disabilities poses a specific challenge to the existing faculty who earned their teaching credentials in the days of segregated educational environment of special education and general education. The purpose of this article is to provide a review of the professional development literature and the beginning literature on inclusive educational practices so that in-service development of teachers can be more effective. An ex...
Published on Aug 1, 2013in Asia-pacific Journal of Teacher Education0.90
Leslie N. K. Lo8
Estimated H-index: 8
(BNU: Beijing Normal University),
Manhong Lai6
Estimated H-index: 6
(CUHK: The Chinese University of Hong Kong),
Lijia Wang2
Estimated H-index: 2
(ECNU: East China Normal University)
This paper examines the impact of reform policies on the work of Chinese teachers. It explores the policy context in which a fragile teaching profession attempts to develop and discusses the dynamics of interacting societal forces that have created the dilemmas for the teachers. The authors argue that while the continual implementation of reform policies has fostered a new outlook in Chinese schools, calls for profound change in schooling have caused much anxiety among teachers. The teachers' an...
Cited By4
Newest
Published on Apr 1, 2019in Information Technology & People1.26
Khalid Hafeez11
Estimated H-index: 11
(University of Leicester),
Fathalla M. Alghatas1
Estimated H-index: 1
(Technology College)
+ 2 AuthorsSuraksha Gupta11
Estimated H-index: 11
(UKC: University of Kent)
Purpose The purpose of this paper is to examine how entrepreneurs engage in a virtual community of practice (VCoP) to share knowledge. Intensity of engagement is taken as a proxy to measure the strength of knowledge sharing. Design/methodology/approach The archival data spanning over a three-year period from “Start-up-Nation©” (a VCoP purposefully setup for entrepreneurs) are used for analysis. A set of indices are introduced to measure participants’ intensity of engagement in terms of message l...
Published on Apr 1, 2018in IEEE Transactions on Learning Technologies2.31
Qingtang Liu4
Estimated H-index: 4
(CCNU: Central China Normal University),
Si Zhang3
Estimated H-index: 3
(CCNU: Central China Normal University)
+ 1 AuthorsWenli Chen19
Estimated H-index: 19
(NIE: National Institute of Education)
Teachers’ online discussion text data shed light on their reflective thinking. With the growing scale of text data, the traditional way of manual coding, however, has been challenged. In order to process the large-scale unstructured text data, it is necessary to integrate the inductive content analysis method and educational data mining techniques. An inductive content analysis on samples taken from 17,624 posts was implemented and the categories of teachers’ reflective thinking were obtained. B...
Published on Sep 1, 2017
The state-of-the art education system should be in time for the knowledge-intensive technologies, that are developing with a high pace and be as mobile and effective as possible. The development of science-intensive technologies is developing with a tremendous pace, so the knowledge obtained in the university is quickly becoming obsolete, therefore the modernization of equipment should go in synchronism with the modernization of knowledge of technical specialists, as well as the knowledge of aca...
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