Research Article
Professional Development of Elementary School Teachers through Online Peer Collaboration: A Case Study
Abstract
The
purpose of the current case study is to explore the influence of online peer
collaboration among Turkish elementary school teachers in order to gain an
understanding of the contributions from online peer collaboration to teachers’
professional development. For the purpose this study, online peer collaboration
is defined as online support provided by teachers to one another through a
web-based professional development platform called “Learner-Teachers”. This
case study involves eight volunteer elementary school teachers who have been
involved in “Learner-Teachers” online peer collaboration professional
development process. Qualitative data collection consisted of semi-structured
interview and utilizing teachers’ online entries on the web-based exchange platform.
Open coding method and entry analyses were done as data analyses. Four main
themes emerged from the current study: 1) Satisfaction with peer collaboration
2) Usefulness of online peer collaboration 3) Improvement of classroom teaching
methods and techniques 4) Improvement of classroom management skills. Overall,
teachers who participated the online peer collaboration appeared to benefit
from this collaboration in their personal and professional development. The
importance of peer collaboration via online tools are discussed.
References
- Demirel, Ö. (2000). Alandan Uygulamaya Öğretme Sanatı. Ankara, Pegem A Yayıncılık.
- Dobb-Oates, J., Kaderavek, J. N., & Justice, L. M. (2011). Effective behavior management in preschool classrooms and children’s task orientation: Enhancing emergent literacy and language development. Early Childhood Research Quarterly, 26, 420– 429. doi:10.1016/j.ecresq.2011.02.003.
- Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd Ed.). Thousand Oaks, CA: Sage.
- Farmer, T. W., McAuliffe Lines, M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children's peer experiences. Journal of Applied Developmental Psychology, 1-10.
- Hännikäinen, M., & Rasku-Puttonen, H. (2010). Promoting children’s participation: the role of teachers in preschool and primary school learning sessions. Early Years, 30(2), 147-160. doi: 10.1080/09575146.2010.485555.
- Hildebrandt, S. A., & Eom, M. (2011). Teacher professionalization: Motivational factors and the influence of age. Teaching & Teacher Education, 27(2), 416-423. doi:10.1016/j.tate.2010.09.011.
- Hung, H., & Yuen, S. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703-714.
- Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143-163. doi:10.1002/pits.21741
- Kinzie, M. B., Robert, C., Pianta, R. C., Kilday, C., McGuire, P., & Pinkham, A. M. (2009, March). Development of curricula, teacher supports and assessments for prekindergarten mathematics and science. In: Paper presented at the meeting of the Society for Research on Educational Effectiveness (SREE), Washington, DC
- Lee, Y., Kinzie, M. B., & Whittaker, J. V. (2012). Impact of online support for teachers’ open-ended questioning in pre-k science activities. Teaching & Teacher Education, 28(4), 568-577. doi:10.1016/j.tate.2012.01.002.
- Lu, H. (2010). Research on peer coaching in preservice teacher education – A review of literature. Teaching & Teacher Education, 26(4), 748-753. doi:10.1016/j.tate.2009.10.015.
- Luehmann, A.L. & Tinelli, L. (2008). Teacher professional identity development with social networking technologies: Learning reform through blogging. Educational Media International 45(4), 323-333.
- MacFarlane, K., & Woolfson, L. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching & Teacher Education, 29, 46-52. doi:10.1016/j.tate.2012.08.006.
- Manouchehri, A. (2002). Developing teaching knowledge through peer discourse. Teaching & Teacher Education, 18(6), 715.
- Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., . . . Early, D. M. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749. doi: 10.1111/j.1467-8624.2008.01154.x.
- McAleese, W.R (1973). Microteaching: A new tool in the training of teachers. Educational Review. 25, 131-142.
- McNergney, R. F., & Carrier, C. A. (1981). Teacher Development. New York, NY: Macmillan Publishing
- Meirink, J.A., Meijer, P.C., & Verloop, N. (2007). A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching: Theory and Practice, 13, 145–164.
- Merrell, K. W., Ervin, R. A., & Gimpel, G. A. (2006). School Psychology for the 21st century: Foundations and Practices. New York, NY: The Guilford Press.
- Merriam, S.B. (2009). Qualitative research: A guide to design and implementation, San Francisco: John Wiley and Sons.
- Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore, MD: Paul H. Brookes Publishing Co.
- Pianta, R. C., Masburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451.
- Rigelman, N., & Ruben, B. (2012). Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching. Teaching & Teacher Education, 28(7), 979-989. doi: 10.1016/j.tate.2012.05.004.
- Rosemberg, C. R., & Silva, M. L. (2009). Teacher-child interaction and concept development in kindergarten. Discourse Process, 46, 572-591. doi:10.1080/01638530902959588.
- Stake, R.E. (2010). Qualitative research: Studying how things work. New York: The Guilford Press.
- Stes, A., Coertjens, L., & van Petegem, P. (2010). Instructional development for teachers in higher education: impact on teaching approach. Higher Education, 60(2), 187-204. doi:10.1007/s10734-009-9294-x
- Yin, R.K. (2003). Case Study Research: Design and Methods (3rd Ed.). Thousand Oaks, CA: Sage.
Year 2016,
Volume: 7 Issue: 4, 422 - 439, 30.10.2016
Abstract
Bu durum çalışmasının amacı, sınıf öğretmenlerinin arasında gerçekleşen
online akran işbirliğinin onların mesleki gelişimlerine katıkısını keşfetmektir.
Bu kapsamda, çevrimiçi akran
işbirliği,
"öğrenen-öğretmenler" adlı bir web tabanlı mesleki gelişim
platformu üzerinden öğretmenlerin birbirlerine sağladığı çevrimiçi destek
olarak tanımlanmistir. Bu araştırmanın katılımcıları
"Öğrenen-Öğretmenler" çevrimiçi akran işbirliği mesleki gelişim
sürecine dahil olan sekiz gönüllü sınıf öğretmenidir Bu araştırmada veri
toplama, yarı yapılandırılmış görüşme ve web tabanlı gerçekleştirilen bilgi
alışverişi platformu üzerinde kullanan öğretmenlerin çevrimiçi girdileri ile
saglanmistir. Toplanan verilerin analizleri,
açık kodlama yöntemi ve online
girdilerin tematik analizleri olarak yapılmıştır. Analizler sonucunda, dört ana
tema ortaya çıkmıştır ve bu temalar su sekildedir: 1- Akran işbirliğinden
sağlanan memnuniyet 2-Akran işbirliğinin faydası 3- Sınıf öğretim yöntem ve
tekniklerinde gelişim 4- Sınıf yönetimi becerilerinde gelişimdir. Genel olarak,
online akran işbirliğine katılan öğretmenlerin, bu işbirliğinin onların kişisel
ve mesleki gelişimlerine katkı sağladığı seklinde algıladıkları ortaya
çıkmıştır. Ayrıca online araçlar ile gerçekleştirilen akran işbirliğinin
önemi tartışılmıştır.
References
- Demirel, Ö. (2000). Alandan Uygulamaya Öğretme Sanatı. Ankara, Pegem A Yayıncılık.
- Dobb-Oates, J., Kaderavek, J. N., & Justice, L. M. (2011). Effective behavior management in preschool classrooms and children’s task orientation: Enhancing emergent literacy and language development. Early Childhood Research Quarterly, 26, 420– 429. doi:10.1016/j.ecresq.2011.02.003.
- Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd Ed.). Thousand Oaks, CA: Sage.
- Farmer, T. W., McAuliffe Lines, M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children's peer experiences. Journal of Applied Developmental Psychology, 1-10.
- Hännikäinen, M., & Rasku-Puttonen, H. (2010). Promoting children’s participation: the role of teachers in preschool and primary school learning sessions. Early Years, 30(2), 147-160. doi: 10.1080/09575146.2010.485555.
- Hildebrandt, S. A., & Eom, M. (2011). Teacher professionalization: Motivational factors and the influence of age. Teaching & Teacher Education, 27(2), 416-423. doi:10.1016/j.tate.2010.09.011.
- Hung, H., & Yuen, S. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703-714.
- Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143-163. doi:10.1002/pits.21741
- Kinzie, M. B., Robert, C., Pianta, R. C., Kilday, C., McGuire, P., & Pinkham, A. M. (2009, March). Development of curricula, teacher supports and assessments for prekindergarten mathematics and science. In: Paper presented at the meeting of the Society for Research on Educational Effectiveness (SREE), Washington, DC
- Lee, Y., Kinzie, M. B., & Whittaker, J. V. (2012). Impact of online support for teachers’ open-ended questioning in pre-k science activities. Teaching & Teacher Education, 28(4), 568-577. doi:10.1016/j.tate.2012.01.002.
- Lu, H. (2010). Research on peer coaching in preservice teacher education – A review of literature. Teaching & Teacher Education, 26(4), 748-753. doi:10.1016/j.tate.2009.10.015.
- Luehmann, A.L. & Tinelli, L. (2008). Teacher professional identity development with social networking technologies: Learning reform through blogging. Educational Media International 45(4), 323-333.
- MacFarlane, K., & Woolfson, L. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching & Teacher Education, 29, 46-52. doi:10.1016/j.tate.2012.08.006.
- Manouchehri, A. (2002). Developing teaching knowledge through peer discourse. Teaching & Teacher Education, 18(6), 715.
- Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., . . . Early, D. M. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749. doi: 10.1111/j.1467-8624.2008.01154.x.
- McAleese, W.R (1973). Microteaching: A new tool in the training of teachers. Educational Review. 25, 131-142.
- McNergney, R. F., & Carrier, C. A. (1981). Teacher Development. New York, NY: Macmillan Publishing
- Meirink, J.A., Meijer, P.C., & Verloop, N. (2007). A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching: Theory and Practice, 13, 145–164.
- Merrell, K. W., Ervin, R. A., & Gimpel, G. A. (2006). School Psychology for the 21st century: Foundations and Practices. New York, NY: The Guilford Press.
- Merriam, S.B. (2009). Qualitative research: A guide to design and implementation, San Francisco: John Wiley and Sons.
- Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore, MD: Paul H. Brookes Publishing Co.
- Pianta, R. C., Masburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451.
- Rigelman, N., & Ruben, B. (2012). Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching. Teaching & Teacher Education, 28(7), 979-989. doi: 10.1016/j.tate.2012.05.004.
- Rosemberg, C. R., & Silva, M. L. (2009). Teacher-child interaction and concept development in kindergarten. Discourse Process, 46, 572-591. doi:10.1080/01638530902959588.
- Stake, R.E. (2010). Qualitative research: Studying how things work. New York: The Guilford Press.
- Stes, A., Coertjens, L., & van Petegem, P. (2010). Instructional development for teachers in higher education: impact on teaching approach. Higher Education, 60(2), 187-204. doi:10.1007/s10734-009-9294-x
- Yin, R.K. (2003). Case Study Research: Design and Methods (3rd Ed.). Thousand Oaks, CA: Sage.
There are 27 citations in total.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | October 30, 2016 |
| Submission Date | October 31, 2016 |
| Published in Issue | Year 2016 Volume: 7 Issue: 4 |