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Informationen zum Autor Nick Kelly is a Research Fellow in Digital Futures in the Australian Digital Futures Institute at the Springfield campus of the University of Southern Queensland, Australia. Marc Clarà is a Serra Húnter Fellow in the Department of Pedagogy and Psychology at the University of Lleida, Spain. Benjamin Kehrwald is Senior Lecturer in Online Learning at Charles Sturt University in regional New South Wales, Australia. Patrick Alan Danaher is Professor in Educational Research in the School of Linguistics, Adult and Specialist Education at the Toowoomba campus of the University of Southern Queensland, Australia, and he is also currently an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia. Klappentext How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the greater community of teachers has an interest in helping new teachers to enter the profession. New technologies have allowed teachers to be connected anywhere, anytime; this book discusses principles for the design and implementation of learning networks that can use this connectivity to improve support for beginning teachers. It addresses foundational principles of types of teacher communities (online and offline), types of knowledge relevant to beginning teachers, the idea of presence within a network and methodologies for studying and nurturing communities of teachers, providing recent examples of each. Zusammenfassung How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the greater community of teachers has an interest in helping new teachers to enter the profession. New technologies have allowed teachers to be connected anywhere, anytime; this book discusses principles for the design and implementation of learning networks that can use this connectivity to improve support for beginning teachers. It addresses foundational principles of types of teacher communities (online and offline), types of knowledge relevant to beginning teachers, the idea of presence within a network and methodologies for studying and nurturing communities of teachers, providing recent examples of each. Inhaltsverzeichnis Chapter 1. Introduction.- Chapter 2. Supporting Teachers as a Wicked Problem.- Chapter 3. Characterising Communities of Teachers.- Chapter 4. developing Teacher Knowledge and Reflection.- Chapter 5. Presence, Identity and Learning in Online Learning Communities.- Chapter 6. Analysing Learning Networks of Pre-service and Early Career Teachers.- Chapter 7. Developing a Learning Network for Pre-service and Early Career Teachers.- Chapter 8. Designing and Evaluating Online Networks of Teachers.- Chapter 9. Conclusions....
Sommario
Chapter 1. Introduction.- Chapter 2. Supporting Teachers as a Wicked Problem.- Chapter 3. Characterising Communities of Teachers.- Chapter 4. developing Teacher Knowledge and Reflection.- Chapter 5. Presence, Identity and Learning in Online Learning Communities.- Chapter 6. Analysing Learning Networks of Pre-service and Early Career Teachers.- Chapter 7. Developing a Learning Network for Pre-service and Early Career Teachers.- Chapter 8. Designing and Evaluating Online Networks of Teachers.- Chapter 9. Conclusions.
