Collaborative Learning through Online Professional Development.
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| Title: | Collaborative Learning through Online Professional Development. |
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| Authors: | He, Ye1 (AUTHOR), Bagwell, Dawn1 (AUTHOR) |
| Source: | Teacher Educator. Jan-Mar2023, Vol. 58 Issue 1, p15-28. 14p. |
| Subject Terms: | *Teacher development, *Collaborative learning, *Online education, *Professional education, *English as a foreign language, *School discipline, Virtual communities, English language |
| Geographic Terms: | United States |
| Abstract: | It is critical to prepare all teachers, including both English as a Second Language specialists and all other educators, to support the growing number of English learners (ELs) in the United States. Using an online platform established through a partnership among the university, the state educational agency, and local partner school districts, we explore how participating teachers engage in collaborative learning beyond their local school settings. Based on survey responses and participants' online engagement, we examine how teachers engage in dialogic interactions to develop their professional capitals to work with ELs and their families. The findings also revealed the potential of interactions among teachers from different backgrounds through online learning communities. Implications are provided to expand such online space to invite teachers to engage in collaborative learning and professional development across disciplines and school contexts. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | It is critical to prepare all teachers, including both English as a Second Language specialists and all other educators, to support the growing number of English learners (ELs) in the United States. Using an online platform established through a partnership among the university, the state educational agency, and local partner school districts, we explore how participating teachers engage in collaborative learning beyond their local school settings. Based on survey responses and participants' online engagement, we examine how teachers engage in dialogic interactions to develop their professional capitals to work with ELs and their families. The findings also revealed the potential of interactions among teachers from different backgrounds through online learning communities. Implications are provided to expand such online space to invite teachers to engage in collaborative learning and professional development across disciplines and school contexts. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08878730 |
| DOI: | 10.1080/08878730.2022.2051155 |
