The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Investigating the Community of Practice of World Language Educators on Twitter
Abstract
This study investigated how an online community of teachers engaged in professional development using collaborative Web (Web 2.0) technologies. This community of practice (CoP) consisted of world language (WL) teachers using the microblogging platform, Twitter. The study approached teacher learning from a sociocultural perspective. Its central questions were as follows: What are the characteristics of this CoP of WL educators on Twitter? How do those characteristics relate to or reflect teacher learning? With a qualitative, netnographic approach, data sources included over a year of participant observation, nine interviews with community members, and numerous online documents from blogs, wikis, and other sources. Findings demonstrated how the domain, community, and practice characteristics of this online CoP could also be linked to sustained and significant teacher learning. The study concludes with considerations for the future of similar online communities.
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Strong community, deep learning: exploring the link
Chapman, C., Ramondt, L., & Smiley, G. (2005) · Innovations in Education and Teaching International · doi:10.1080/01587910500167910 · Cited by 168
Cited by
Informal online communities and networks as a source of teacher professional development: A review
Macià, M., & García, I. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.01.021 · Cited by 473
How and Why Educators Use Twitter: A Survey of the Field
Carpenter, J. P., & Krutka, D. G. (2014) · Journal of Research on Technology in Education · doi:10.1080/15391523.2014.925701 · Cited by 437
Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.07.008 · Cited by 323
Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146812012200602 · Cited by 162
Alalwan, N., Al-Rahmi, W. M., Alfarraj, O., Alzahrani, A., Yahaya, N., & Al-Rahmi, A. M. (2019) · IEEE Access · doi:10.1109/access.2019.2928142 · Cited by 141
Metadata
- Authors
- Wesely, P. M.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2013-07-10
- Volume
- 64
- Issue
- 4
- Pages
- 305-318
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W1991579121
- Cited by
- 196
- References
- 1
- FWCI
- 44.70
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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