Date of Award
4-4-2017
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Linda Dorn
Abstract
This ethnographic case study sought to understand the complex social phenomena of reflective practice for increasing teacher knowledge through an online learning community. This study adapted the cognitive apprenticeship model for use in the design of online professional development for teachers. The activity system engaged 13 veteran reading teachers from three different school districts participating in weekly online focused discussion and reflection. These activities served as the core of the 12-week online intervention for inquiry teaching. Three research questions framed the study: 1) How do teachers perceive the effectiveness of participating in an online activity system toward professional reflection? 2) How do teachers perceive the effectiveness of participating in an online activity setting toward the building of a collaborative, reflective learning community? 3) What factors do teachers report that enhance or inhibit the intervention’s effectiveness? Participants reported episodes of professional reflection revealing a) awareness of their own practice, b) more purposeful planning, and c) renewed focus on student achievement. Teachers felt the use of video, articles, and discussion enhanced the effectiveness of the online professional development and increased the quality of their instructional knowledge. This sense of efficacy renewed their commitment to student learning which influenced student achievement. Teachers identified the MOODLE format and lack of familiarity with terms often associated with apprenticeship settings as aspects that inhibited their own learning.
Recommended Citation
Elliott, Michelle Anne, "Electronic Apprenticeship in the Social Construction of Teacher Knowledge: An Ethnographic Case Study of Online Learning" (2017). Theses and Dissertations. 738.
https://research.ualr.edu/etd/738
