Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/24216
Título: | Social networks as spaces for informal teacher professional development : challenges and opportunities |
Autor(es): | Coutinho, Clara Pereira Lisbôa, Eliana Santana |
Palavras-chave: | Social networks Teacher professional development Educational technology Lifelong learning Web-based communities |
Data: | 2013 |
Revista: | International Journal of Web Based Communities |
Resumo(s): | With the spread of the Web 2.0 there has been a proliferation of web-based communities for learning, across platforms that enable the creation of virtual communities. However, unlike business, the emergence of educational networking is still beginning. Recent research shows that social networks are powerful educational tools that offer teachers the opportunity to develop their knowledge and competences, contributing to lifelong learning and professional development in informal settings. In order to investigate the potential of educational networking as a source for teachers’ growth, a social network named PROEDI (http://www.proedi.com) was created in the beginning of 2011. In this project, the Interconnected model of teacher professional growth (Clarke and Hollingsworth, 2002) was the basic framework for the analysis of professional growth in informal settings. In this paper, the conceptual framework of the research is presented, as is some evidence obtained on the analysis of discussion forums created inside the community that underpin a discussion on the challenges and opportunities that social networking offer for teacher education. |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/24216 |
DOI: | 10.1504/IJWBC.2013.053244 |
ISSN: | 1477-8394 1741-8216 |
Arbitragem científica: | yes |
Acesso: | Acesso aberto |
Aparece nas coleções: | CIEd - Artigos em revistas científicas internacionais com arbitragem |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Social networks as spaces.pdf | 204,03 kB | Adobe PDF | Ver/Abrir |