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dc.contributor.authorPrestridge, Sarah
dc.date.accessioned2018-09-13T03:06:10Z
dc.date.available2018-09-13T03:06:10Z
dc.date.issued2017
dc.identifier.issn1475-939X
dc.identifier.doi10.1080/1475939X.2016.1167113
dc.identifier.urihttp://hdl.handle.net/10072/143131
dc.description.abstractIn 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers’ pedagogy. The aim of the project was to examine an online mode of professional development where a network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically dispersed schools in Queensland were involved, with 12 teachers participating over the school year supported by a mentor. Findings reveal that teachers operated in an independent manner, acknowledging community but taking from rather than contributing to the generation of co-created knowledge. Implications drawn from the case studies suggest that greater milestone-setting, multiple levels of leadership and special interest groups are required to support interaction between users and content while still maintaining an agile approach.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto20
dc.relation.ispartofjournalTechnology, Pedagogy and Education
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleConceptualising self-generating online teacher professional development
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 28 Apr 2016, available online: https://www.tandfonline.com/doi/10.1080/1475939X.2016.1167113
gro.hasfulltextFull Text
gro.griffith.authorPrestridge, Sarah J.


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