Social networks as spaces for informal teacher professional development : challenges and opportunities
Autor(a) principal: | |
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Data de Publicação: | 2013 |
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Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/24216 |
Resumo: | With the spread of the Web 2.0 there has been a proliferation of web-based communities for learning, across platforms that enable the creation of virtual communities. However, unlike business, the emergence of educational networking is still beginning. Recent research shows that social networks are powerful educational tools that offer teachers the opportunity to develop their knowledge and competences, contributing to lifelong learning and professional development in informal settings. In order to investigate the potential of educational networking as a source for teachers’ growth, a social network named PROEDI (http://www.proedi.com) was created in the beginning of 2011. In this project, the Interconnected model of teacher professional growth (Clarke and Hollingsworth, 2002) was the basic framework for the analysis of professional growth in informal settings. In this paper, the conceptual framework of the research is presented, as is some evidence obtained on the analysis of discussion forums created inside the community that underpin a discussion on the challenges and opportunities that social networking offer for teacher education. |
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Social networks as spaces for informal teacher professional development : challenges and opportunitiesSocial networksTeacher professional developmentEducational technologyLifelong learningWeb-based communitiesWith the spread of the Web 2.0 there has been a proliferation of web-based communities for learning, across platforms that enable the creation of virtual communities. However, unlike business, the emergence of educational networking is still beginning. Recent research shows that social networks are powerful educational tools that offer teachers the opportunity to develop their knowledge and competences, contributing to lifelong learning and professional development in informal settings. In order to investigate the potential of educational networking as a source for teachers’ growth, a social network named PROEDI (http://www.proedi.com) was created in the beginning of 2011. In this project, the Interconnected model of teacher professional growth (Clarke and Hollingsworth, 2002) was the basic framework for the analysis of professional growth in informal settings. In this paper, the conceptual framework of the research is presented, as is some evidence obtained on the analysis of discussion forums created inside the community that underpin a discussion on the challenges and opportunities that social networking offer for teacher education.Fundação para a Ciência e a Tecnologia (FCT)Universidade do MinhoCoutinho, Clara PereiraLisbôa, Eliana Santana20132013-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/24216eng1477-839410.1504/IJWBC.2013.053244info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:09:37ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Social networks as spaces for informal teacher professional development : challenges and opportunities |
title |
Social networks as spaces for informal teacher professional development : challenges and opportunities |
spellingShingle |
Social networks as spaces for informal teacher professional development : challenges and opportunities Coutinho, Clara Pereira Social networks Teacher professional development Educational technology Lifelong learning Web-based communities |
title_short |
Social networks as spaces for informal teacher professional development : challenges and opportunities |
title_full |
Social networks as spaces for informal teacher professional development : challenges and opportunities |
title_fullStr |
Social networks as spaces for informal teacher professional development : challenges and opportunities |
title_full_unstemmed |
Social networks as spaces for informal teacher professional development : challenges and opportunities |
title_sort |
Social networks as spaces for informal teacher professional development : challenges and opportunities |
author |
Coutinho, Clara Pereira |
author_facet |
Coutinho, Clara Pereira Lisbôa, Eliana Santana |
author_role |
author |
author2 |
Lisbôa, Eliana Santana |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Coutinho, Clara Pereira Lisbôa, Eliana Santana |
dc.subject.por.fl_str_mv |
Social networks Teacher professional development Educational technology Lifelong learning Web-based communities |
topic |
Social networks Teacher professional development Educational technology Lifelong learning Web-based communities |
description |
With the spread of the Web 2.0 there has been a proliferation of web-based communities for learning, across platforms that enable the creation of virtual communities. However, unlike business, the emergence of educational networking is still beginning. Recent research shows that social networks are powerful educational tools that offer teachers the opportunity to develop their knowledge and competences, contributing to lifelong learning and professional development in informal settings. In order to investigate the potential of educational networking as a source for teachers’ growth, a social network named PROEDI (http://www.proedi.com) was created in the beginning of 2011. In this project, the Interconnected model of teacher professional growth (Clarke and Hollingsworth, 2002) was the basic framework for the analysis of professional growth in informal settings. In this paper, the conceptual framework of the research is presented, as is some evidence obtained on the analysis of discussion forums created inside the community that underpin a discussion on the challenges and opportunities that social networking offer for teacher education. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013 2013-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/24216 |
url |
http://hdl.handle.net/1822/24216 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1477-8394 10.1504/IJWBC.2013.053244 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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1777303694588510209 |