Araştırma Makalesi
Yıl 2019,
Cilt: 5 Sayı: 3, 242 - 256, 01.07.2019
Öz
Kaynakça
- Bala, R. (2014). Teacher as researcher. International Journal of Research in Social Sciences and Humanities. 3 (2), 13-16.
- Briscoe, P., Pollock, K., Campbell, C., & Carr-Harris, S. (2015). Finding the Sweet Spot: Network Structures and Processes for Increased Knowledge Mobilization. Brock Education: A Journal of Educational Research and Practice, 25(1), 19-34.
- Coryell, J. E., Wagner, S., Clark, M. C. & Stuessy, C. (2013). Becoming real: Adult student impressions of developing an educational researcher identity. Journal of Further and Higher Education, 37(3), 367-383.
- Crowley, B. (2014). 3 steps for building a professional learning network. Retrieved on April 8, 2018, from http://www.edweek.org/tm/articles/2014/12/31/3-steps-for-buildinga-professional-learning.html#
- Flake, C. L., Kuhs, T., Donnelly, A. & Ebert, C. (1995). Reinventing the role of teacher: Teacher as researcher. Phi Delta Kappan, 76(5), 405-407.
- Flanigan, R. (2011). Professional learning networks taking off. Education Week. Retrieved on April 21, 2018, from http://www.edweek.org/ew/articles/2011/10/26/09edtechnetwork.h31.html?tkn¼NXCFrTi53Q/RNUP7oI3Dyieu/9gskTJyoOc/
- Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413-448.
- Framework for 21st Century Learning (2016). Retrieved on September 17, 2018, from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf
- Goodnough, K. (2011). Examining the long‐term impact of collaborative action research on teacher identity and practice: the perceptions of K–12 teachers. Educational Action Research, 19(1), 73-86.
- Gould, M. A. (2008). Teacher as researcher: A paradigm for professional development. Kappa Delta Pi Record, 45(1), 5-7.
- Holmes, K. M. & O'loughlin, N. (2014). The experiences of people with learning disabilities on social networking sites. British Journal of Learning Disabilities, 42(1),1-5.
- Kotsopoulos, D., Mueller, J. & Buzza, D. (2012). Pre-service teacher research: an early acculturation into a research disposition. Journal of Education for Teaching, 38(1), 21-36.
- Krutka, D. G. & Carpenter, J. P. (2017). Enriching professional learning networks: A framework for identification, reflection, and intention. TechTrends, 61(3), 246-252.
- Lautenbach, G. & Batchelor, J. (2015). Putting personal learning networks to work: Professional learning and the pre-service teacher. In EdMedia: World Conference on Educational Media and Technology (pp.857-861). Virginia: Association for the Advancement of Computing in Education.
- Lingard, B. & Gale, T. (2010). Defining educational research: a perspective of/on presidential addresses and the Australian Association for Research in Education. The Australian Educational Researcher, 37(1), 21-49.
- Lingard, B. & Renshaw, P. (2010). Teaching as a research-informed and research-informing profession. In A., Campbell & S., Groundwater-Smith. Connecting inquiry and professional learning in education: International perspectives and practical solutions (26-39), Abingdon, Oxon, U.K.: Routledge.
- Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271-283.NRC/National Research Council (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, DC: National Academy Press.
- Mills, G. E. (2006). Guide for the teacher researcher. New Jersey: Prentice Hall.
- Muirhead, B. (2005). Teacher-as-researcher. Insights for Teachers and Students, 16 (9), 23-25.
- Ronkowitz, K. (2016). Professional and personal learning networks. Retrieved on July 24, 2018, from http://www2.ncte.org/blog/2016/04/professional-and-personal-learning-networks/
- Santa, C. M. & Santa, J. L. (1995). Teacher as researcher. Journal of Reading Behavior, 27(3), 439-451.
- Smith, K. & O. Sela. (2005). Action research as a bridge between pre-service teacher education and in-service professional development for students and teacher educators. European Journal of Teacher Education, 28, 293–310
- Swennen, A., Geerdink, G., & Volman, M. (2017). Developing a Researcher Identity as Teacher Educator. In P.Boyd & A.Szplit (Eds.). Teachers and teacher educators learning through inquiry: International perspectives (143-157). Kielce: Wydawnictwo Attyka.
- Tack, H. & Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’ researcherly disposition. British journal of educational studies, 62(3), 297-315.
- Tobin, D.R. (1998). Corporate learning strategies: Building your own personal learning network. Retrieved on May 6, 2018, from http://www.tobincls.com/learningnetwork.htm
- Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138.
- Trust, T., Carpenter, J. P., & Krutka, D. G. (2018). Leading by learning: exploring the professional learning networks of instructional leaders. Educational Media International, 55(2), 137-152.
- Trust, T., Krutka, D. G. & Carpenter, J. P. (2016). “Together we are better”: professional learning networks for teachers. Computers & education, 102, 15-34.
- Veletsianos, G. & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distributed Learning, 13(1), 144-166.
- Author, G. (2018). [details removed for peer review]
- Wyatt, M. (2011b) Becoming a do-it-yourself designer of English language teaching materials. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 12(1), 1-34
Designing online professional learning network for developing researcherly dispositions of pre-service teachers
Öz
Researcherly
disposition is a quality which is rarely studied with pre-service teachers. For
developing researcherly disposition, online networks are borught to agenda now
rather than libraries. This study aims to design an online professional
learning network (PLN) and to investigate its effect on pre-service teachers’
researcherly dispositions. In this study, a mobile app has been designed for
pre-service teachers containing a multiple of educator networks such as
Edutopia, Classroom 2.0, Edchat etc. Concurrent embedded experimental mixed
design is used as a research method. Related Samples T-Tests, ANCOVA are used
for analysis of quantitative data; and content analysis method is used for
analysis of qualitative data. Findings
indicate that online professional learning networks provide good opportunities
of research. They are more effective than portfolios in terms of developing
researcherly disposition. Online professional learning networks increase
pre-service teachers’ research-based decisions, their sharing of educational
studies. Also, they help pre-service teachers to value research and update
their instructional knowledge.
Anahtar Kelimeler
Professional learning networks social networks researcher identity of teachers
Kaynakça
- Bala, R. (2014). Teacher as researcher. International Journal of Research in Social Sciences and Humanities. 3 (2), 13-16.
- Briscoe, P., Pollock, K., Campbell, C., & Carr-Harris, S. (2015). Finding the Sweet Spot: Network Structures and Processes for Increased Knowledge Mobilization. Brock Education: A Journal of Educational Research and Practice, 25(1), 19-34.
- Coryell, J. E., Wagner, S., Clark, M. C. & Stuessy, C. (2013). Becoming real: Adult student impressions of developing an educational researcher identity. Journal of Further and Higher Education, 37(3), 367-383.
- Crowley, B. (2014). 3 steps for building a professional learning network. Retrieved on April 8, 2018, from http://www.edweek.org/tm/articles/2014/12/31/3-steps-for-buildinga-professional-learning.html#
- Flake, C. L., Kuhs, T., Donnelly, A. & Ebert, C. (1995). Reinventing the role of teacher: Teacher as researcher. Phi Delta Kappan, 76(5), 405-407.
- Flanigan, R. (2011). Professional learning networks taking off. Education Week. Retrieved on April 21, 2018, from http://www.edweek.org/ew/articles/2011/10/26/09edtechnetwork.h31.html?tkn¼NXCFrTi53Q/RNUP7oI3Dyieu/9gskTJyoOc/
- Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413-448.
- Framework for 21st Century Learning (2016). Retrieved on September 17, 2018, from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf
- Goodnough, K. (2011). Examining the long‐term impact of collaborative action research on teacher identity and practice: the perceptions of K–12 teachers. Educational Action Research, 19(1), 73-86.
- Gould, M. A. (2008). Teacher as researcher: A paradigm for professional development. Kappa Delta Pi Record, 45(1), 5-7.
- Holmes, K. M. & O'loughlin, N. (2014). The experiences of people with learning disabilities on social networking sites. British Journal of Learning Disabilities, 42(1),1-5.
- Kotsopoulos, D., Mueller, J. & Buzza, D. (2012). Pre-service teacher research: an early acculturation into a research disposition. Journal of Education for Teaching, 38(1), 21-36.
- Krutka, D. G. & Carpenter, J. P. (2017). Enriching professional learning networks: A framework for identification, reflection, and intention. TechTrends, 61(3), 246-252.
- Lautenbach, G. & Batchelor, J. (2015). Putting personal learning networks to work: Professional learning and the pre-service teacher. In EdMedia: World Conference on Educational Media and Technology (pp.857-861). Virginia: Association for the Advancement of Computing in Education.
- Lingard, B. & Gale, T. (2010). Defining educational research: a perspective of/on presidential addresses and the Australian Association for Research in Education. The Australian Educational Researcher, 37(1), 21-49.
- Lingard, B. & Renshaw, P. (2010). Teaching as a research-informed and research-informing profession. In A., Campbell & S., Groundwater-Smith. Connecting inquiry and professional learning in education: International perspectives and practical solutions (26-39), Abingdon, Oxon, U.K.: Routledge.
- Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271-283.NRC/National Research Council (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, DC: National Academy Press.
- Mills, G. E. (2006). Guide for the teacher researcher. New Jersey: Prentice Hall.
- Muirhead, B. (2005). Teacher-as-researcher. Insights for Teachers and Students, 16 (9), 23-25.
- Ronkowitz, K. (2016). Professional and personal learning networks. Retrieved on July 24, 2018, from http://www2.ncte.org/blog/2016/04/professional-and-personal-learning-networks/
- Santa, C. M. & Santa, J. L. (1995). Teacher as researcher. Journal of Reading Behavior, 27(3), 439-451.
- Smith, K. & O. Sela. (2005). Action research as a bridge between pre-service teacher education and in-service professional development for students and teacher educators. European Journal of Teacher Education, 28, 293–310
- Swennen, A., Geerdink, G., & Volman, M. (2017). Developing a Researcher Identity as Teacher Educator. In P.Boyd & A.Szplit (Eds.). Teachers and teacher educators learning through inquiry: International perspectives (143-157). Kielce: Wydawnictwo Attyka.
- Tack, H. & Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’ researcherly disposition. British journal of educational studies, 62(3), 297-315.
- Tobin, D.R. (1998). Corporate learning strategies: Building your own personal learning network. Retrieved on May 6, 2018, from http://www.tobincls.com/learningnetwork.htm
- Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138.
- Trust, T., Carpenter, J. P., & Krutka, D. G. (2018). Leading by learning: exploring the professional learning networks of instructional leaders. Educational Media International, 55(2), 137-152.
- Trust, T., Krutka, D. G. & Carpenter, J. P. (2016). “Together we are better”: professional learning networks for teachers. Computers & education, 102, 15-34.
- Veletsianos, G. & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distributed Learning, 13(1), 144-166.
- Author, G. (2018). [details removed for peer review]
- Wyatt, M. (2011b) Becoming a do-it-yourself designer of English language teaching materials. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 12(1), 1-34
Toplam 31 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Temmuz 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 5 Sayı: 3 |
Kaynak Göster
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