Thinking, researching and living in virtual professional development community of practice
Date
2012Citation:
Ayling, D., Owen, H., and Flagg, E. (2013). Ayling, D., Owen, H. & Flagg, E. (2012). Thinking, researching and living in virtual professional development community of practice. In M. Brown, M. Hartnett & T. Stewart (Eds.), Future challenges, sustainable futures.(Eds.), (p. 67-74). In Proceedings ascilite Wellington 2012.Permanent link to Research Bank record:
https://hdl.handle.net/10652/2930Abstract
This paper is a comparative case study of two virtual professional development (VPD)
communities of practice established and maintained to support teachers in their learning and
development. Each community was studied and evaluated by its facilitator. The purpose of those
studies was to identify behaviours and capture shifts in educators‟ professional identity as they
engaged in VPD. The researchers were interested in those practices that indicated embedding of
practice, co-construction of knowledge, and development of skills and values. Many of the factors
identified in the VPD initiatives explored the link to the wider conversations that are occurring
around education in general in a time of change.