The impact of a teacher study group on teacher beliefs about teaching and social media

Date

2014-08

Contributor

Advisor

Department

Instructor

Depositor

Speaker

Researcher

Consultant

Interviewer

Narrator

Transcriber

Annotator

Journal Title

Journal ISSN

Volume Title

Publisher

University of Hawaii at Manoa

Volume

Number/Issue

Starting Page

Ending Page

Alternative Title

Abstract

Professional development approaches to teacher learning have shifted from short-term workshops to teacher communities of professional practice, which extend over a period of time and focus on the professional knowledge teachers need to use in their own context. A promising approach to teacher learning communities is a teacher study group. A teacher study group provided a venue to engage in collaborative discussion about teachers' beliefs about teaching and the use of social media as a teaching tool. Therefore, the purpose of this study was to examine the impact of a teacher study group on participants' beliefs about teaching and social media use for instruction. This study utilized narrative inquiry within a case study. Six teachers who taught at a community college participated in a teacher study group focused on collaborative dialog and reflection about teaching and on the use of social media in their courses. The results of this study revealed the impact of the teacher study group as a supportive community for teachers to share their teaching experiences and reaffirm their teacher beliefs and practices. Teachers' exchange of viewpoints contributed to shared meanings and understandings about teaching pedagogy, particularly in the area of place-and culturebased education. Findings of this study suggest participants needed to explore their beliefs about teaching in-depth and therefore the integration of social media into teaching and learning was of less importance.

Description

Keywords

Teacher work groups, Community college teachers--In-service training, Community college teachers--Attitudes, Social media in education

Citation

Extent

Format

Geographic Location

Time Period

Related To

Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education.

Related To (URI)

Table of Contents

Rights

All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.

Rights Holder

Local Contexts

Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.