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This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. We discovered that many novices felt that there was insufficient support from other teachers and from university experts. It appears that it is challenging to develop a coherent induction programme as the extended professional community of educators, where different partners collaborate and share professional knowledge is challenging. 相似文献
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This study proposed using the elaborated learning and knowledge building model (LKB model) derived from Nonaka and Takeuchi’s knowledge management model for supporting cross-organisational teacher development in the temporarily extended organisations composed of universities and schools. It investigated the main LKB model components in the context of teachers’ professional development; the kind of technological barriers to be overcome in order to implement such a model; and what the application scenarios of an LKB model are. Four groups of stakeholders, altogether 10 persons, were interviewed for the study. Data were analysed using a qualitative framework analysis method. The main findings of the study exposed the following difficulties in applying an LKB model for extended organisations for teacher development: teachers’ sense of identity, technical issues and organisational barriers. Several scenarios were proposed for the use of technology to facilitate the LKB model in the teacher development context using the e-portfolio and social learning resources repository. 相似文献
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