The POD model: Using communities of practice theory to conceptualise student teachers' professional learning online

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

This paper focuses on the broad outcomes of a research project which aimed to analyse and model student teachers' learning in the online components of an initial teacher education course. It begins with discussion of the methodological approach adopted for the case study, which combined conventional data gathering techniques with those which are facilitated using the 'panoptical' tools of the VLE. The author has synthesized case study evidence, learning theory (Community of practice theory) and the advice of a key theoretician, to produce an original model of student teachers' learning online within a professional online district (POD). The most distinctive feature of the POD model is the learning-curriculum dichotomy which recognises the potential of a VLE as a venue in which student teachers, working together in a community of practice, construct their own curriculum (both formal and informal/'hidden'. The paper also examines the key technological and pedagogical issues which affect students' online learning.
LanguageEnglish
Pages521 -529
JournalComputers & Education
Volume52
Issue number3
DOIs
Publication statusPublished - Apr 2009

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theory-practice
student teacher
district
Students
Curricula
learning
community
curriculum
learning theory
research project
Education
teacher
evidence
education
student

Keywords

  • Communities of practice
  • Model
  • Teacher education
  • Virtual learning environments

Cite this

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title = "The POD model: Using communities of practice theory to conceptualise student teachers' professional learning online",
abstract = "This paper focuses on the broad outcomes of a research project which aimed to analyse and model student teachers' learning in the online components of an initial teacher education course. It begins with discussion of the methodological approach adopted for the case study, which combined conventional data gathering techniques with those which are facilitated using the 'panoptical' tools of the VLE. The author has synthesized case study evidence, learning theory (Community of practice theory) and the advice of a key theoretician, to produce an original model of student teachers' learning online within a professional online district (POD). The most distinctive feature of the POD model is the learning-curriculum dichotomy which recognises the potential of a VLE as a venue in which student teachers, working together in a community of practice, construct their own curriculum (both formal and informal/'hidden'. The paper also examines the key technological and pedagogical issues which affect students' online learning.",
keywords = "Communities of practice, Model, Teacher education, Virtual learning environments",
author = "Linda Clarke",
note = "Reference text: Assessment Reform Group, 2002. Assessment Reform Group (2002). Assessment for learning: 10 principles. Accessed 20th October 2007. Austin, 1995. Using electronic mail in initial teacher education to develop European awareness. Journal of Information Technology for Teacher Education. v4 i2. 227-235. Austin, 1997. Roger Austin, Computer conferencing; discourse, education and conflict mediation, Computers & Education, v.29 n.4, p.153-161, Dec. 1997 [doi>10.1016/S0360-1315(97)00038-9] Barnett, 2001. Barnett, M. (2001). Issues and trends concerning electronic networking technologies for teacher professional development: A critical review of the literature. Paper presented at the American Educational Research Association, New Orleans, June. Accessed 20.10.07. Becta, 2001. Becta (2001), The digital divide: A discussion paper, Available from: . Beyer, 2002. The politics of standardization: Teacher education in the USA. Journal of Education for Teaching. v28 i3. 239-245. Bullough et al., 2003. Getting in step: Accountability, accreditation and the standardization of teacher education in the United States. Journal of Education for Teaching. v29. 35-51. Clarke, 2002. Putting the 'C' in ICT: Using computer conferencing to foster a community of practice among student teachers. Journal of Information Technology for Teacher Education. v11 i2. 157-173. Clarke and Abbott, 2008. Put posters over the glass bit on the door and disappear: Tutor perspectives on the use of VLEs to support pre-service teachers. Teaching in Higher Education. v13 i2. 169-181. Classroom, 2000. Classroom, (2000). C2K. . Clarke, 2007. Clarke, L. (2007). The development and analysis of a model of student teachers' online learning: A case study of PGCE Geography, PhD thesis, University of Ulster. Cochran-Smith, 2004. Defining the outcomes of teacher education: What's social justice got to do with it?. Asia-Pacific Journal of Teacher Education. v32. 193-212. Cooper and Wright, 2003. Enhancing professional dialogue with schools: The ICTing on the cake. In: Crawford, C. (Ed.), Proceedings of society for information technology and teacher education international conference 2003, AACE, Chesapeake, VA. pp. 3457-3461. Department of Education Northern Ireland, 2005. Department of Education Northern Ireland, Education and Training Inspectorate (2005). The reflective teacher. Accessed 20.10.07. Dutt-Donner and Powers, 2000. Karen M. Dutt-Doner , Susan M. Powers, The use of electronic communication to develop alternative avenues for classroom discussion, Journal of Technology and Teacher Education, v.8 n.2, p.153-172, May 2000 Galanouli and Collins, 2000. Using unmediated computer conferencing to promote reflective practice and confidence-building in initial teacher education. Journal of Information Technology for Teacher Education. v9 i2. 237-254. Gardner, 2006. Assessment and learning. Sage, London. General Teaching Council for Northern Ireland, 2007. Teaching: The reflective profession. GTCNI, Belfast. Glow, 0000. Glow Accessed 20.10.07. Holmes et al., 2001. Holmes, B., Tangney, B., FitzGibbon, A., Savage, T., & Mehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. Accessed 20.10.07. Holmes and Gardner, 2006. Bryn Holmes , John R Gardner, E-Learning: Concepts and Practice, Sage Publications Ltd., 2006 Jackson, 1968. Life in classrooms. University of Chicago Press, Chicago. Kay and Mellar, 1994. Information technology and new primary school teachers. Journal of Computer Assisted Learning. v10 i3. 157-167. Kyriakidou, 1999. Kyriakidou, M. (1999) Electronic-conferencing: Promoting a collaborative community with learning opportunities for developing teachers. In British educational research association annual conference, University of Sussex at Brighton, {September}. Lambe and Clarke, 2003. Initial teacher education on-line: Factors influencing the use of computer conferencing by student teachers. European Journal of Teacher Education. v26 i3. 351-363. Land and Bayne, 2002. Screen or monitor? Surveillance and disciplinary power in online learning environments. In: Rust, C. (Ed.), Improving student learning through learning technology, OCSLD, Oxford. Laurillard, 1996. The educational challenges for teachers and learners. Virtual University Conference, University of London. Lave and Wenger, 1991. Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge. LearningNI, 0000. LearningNI (LNI, ) Accessed 20.10.07. Loughran, 1999. Researching teaching: Methodologies and practices for understanding pedagogy. Falmer Press, London. McNair and Marshall, 2007. McNair, V., & Marshall, K. (2007). Using eportfolios to develop teacher competence across initial and induction phases of teacher education. In: L. Tomei, & R. Morris (Eds.), Online and distance learning: Concepts, methodologies, tools, and applications, (Vol. 4). Mellar and Jackson, 1992. IT in post-graduate teacher training. Journal of Computer Assisted Learning. i8. 231-243. Moody, 2000. Electronic conferencing and initial teacher education: Potential and reality. Irish Educational Studies. i19. 151-161. Moon, 2004. A handbook of reflective and experiential learning: Theory and practice. Routledge, London. Moodle, 0000. Moodle, Accessed 20.10.07. Moran and Dallat, 1995. Promoting reflective practice in initial teacher training. The International Journal of Educational Management. v9. 20-26. Osler, 2005. Osler, D. (2005). Policy review of teacher education in Northern Ireland. Accessed 20.10.07. Owen, 1993. Wired Writing: The writer in an electronic residence program. In: Manson, R. (Ed.), Computer conferencing: The last word, Beach Holme, Victoria. Pollard, 2000. Readings for reflective teaching. Continuum, London. Prensky, 2001. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. 9(5), 1-2. Accessed 20.10.07. Salmon, 2002. Mirror, mirror, on my screen: Exploring online reflections. British Journal of Educational Technology. v33 i4. 379-391. Selinger, 1997. Open learning, electronic communications and beginning teachers. European Journal of Teacher Education. v20 i1. 71-84. Simpson et al., 1998. Using information and communications technology as pedagogical tool: A survey of initial teacher education in Scotland. Journal of Information Technology for Teacher Education. v7 i3. 431-446. Teacher Training Agency, 2004. E-learning in initial teacher training. TTA, London. Wenger, 1998. Communities of practice: Learning, meaning and identity. Cambridge University Press, Cambridge. Wenger et al., 2002. Cultivating communities of practice. Harvard Business School Press, Boston. Yandell and Turvey, 2007. Standards or communities of practice? Competing models of workplace learning and development. British Educational Research Journal. v33 i4. 533-550. Zuboff, 1984. In the age of the smart machine. Basic Books, New York.",
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The POD model: Using communities of practice theory to conceptualise student teachers' professional learning online. / Clarke, Linda.

Vol. 52, No. 3, 04.2009, p. 521 -529.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The POD model: Using communities of practice theory to conceptualise student teachers' professional learning online

AU - Clarke, Linda

N1 - Reference text: Assessment Reform Group, 2002. Assessment Reform Group (2002). Assessment for learning: 10 principles. Accessed 20th October 2007. Austin, 1995. Using electronic mail in initial teacher education to develop European awareness. Journal of Information Technology for Teacher Education. v4 i2. 227-235. Austin, 1997. Roger Austin, Computer conferencing; discourse, education and conflict mediation, Computers & Education, v.29 n.4, p.153-161, Dec. 1997 [doi>10.1016/S0360-1315(97)00038-9] Barnett, 2001. Barnett, M. (2001). Issues and trends concerning electronic networking technologies for teacher professional development: A critical review of the literature. Paper presented at the American Educational Research Association, New Orleans, June. Accessed 20.10.07. Becta, 2001. Becta (2001), The digital divide: A discussion paper, Available from: . Beyer, 2002. The politics of standardization: Teacher education in the USA. Journal of Education for Teaching. v28 i3. 239-245. Bullough et al., 2003. Getting in step: Accountability, accreditation and the standardization of teacher education in the United States. Journal of Education for Teaching. v29. 35-51. Clarke, 2002. Putting the 'C' in ICT: Using computer conferencing to foster a community of practice among student teachers. Journal of Information Technology for Teacher Education. v11 i2. 157-173. Clarke and Abbott, 2008. Put posters over the glass bit on the door and disappear: Tutor perspectives on the use of VLEs to support pre-service teachers. Teaching in Higher Education. v13 i2. 169-181. Classroom, 2000. Classroom, (2000). C2K. . Clarke, 2007. Clarke, L. (2007). The development and analysis of a model of student teachers' online learning: A case study of PGCE Geography, PhD thesis, University of Ulster. Cochran-Smith, 2004. Defining the outcomes of teacher education: What's social justice got to do with it?. Asia-Pacific Journal of Teacher Education. v32. 193-212. Cooper and Wright, 2003. Enhancing professional dialogue with schools: The ICTing on the cake. In: Crawford, C. (Ed.), Proceedings of society for information technology and teacher education international conference 2003, AACE, Chesapeake, VA. pp. 3457-3461. Department of Education Northern Ireland, 2005. Department of Education Northern Ireland, Education and Training Inspectorate (2005). The reflective teacher. Accessed 20.10.07. Dutt-Donner and Powers, 2000. Karen M. Dutt-Doner , Susan M. Powers, The use of electronic communication to develop alternative avenues for classroom discussion, Journal of Technology and Teacher Education, v.8 n.2, p.153-172, May 2000 Galanouli and Collins, 2000. Using unmediated computer conferencing to promote reflective practice and confidence-building in initial teacher education. Journal of Information Technology for Teacher Education. v9 i2. 237-254. Gardner, 2006. Assessment and learning. Sage, London. General Teaching Council for Northern Ireland, 2007. Teaching: The reflective profession. GTCNI, Belfast. Glow, 0000. Glow Accessed 20.10.07. Holmes et al., 2001. Holmes, B., Tangney, B., FitzGibbon, A., Savage, T., & Mehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. Accessed 20.10.07. Holmes and Gardner, 2006. Bryn Holmes , John R Gardner, E-Learning: Concepts and Practice, Sage Publications Ltd., 2006 Jackson, 1968. Life in classrooms. University of Chicago Press, Chicago. Kay and Mellar, 1994. Information technology and new primary school teachers. Journal of Computer Assisted Learning. v10 i3. 157-167. Kyriakidou, 1999. Kyriakidou, M. (1999) Electronic-conferencing: Promoting a collaborative community with learning opportunities for developing teachers. In British educational research association annual conference, University of Sussex at Brighton, {September}. Lambe and Clarke, 2003. Initial teacher education on-line: Factors influencing the use of computer conferencing by student teachers. European Journal of Teacher Education. v26 i3. 351-363. Land and Bayne, 2002. Screen or monitor? Surveillance and disciplinary power in online learning environments. In: Rust, C. (Ed.), Improving student learning through learning technology, OCSLD, Oxford. Laurillard, 1996. The educational challenges for teachers and learners. Virtual University Conference, University of London. Lave and Wenger, 1991. Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge. LearningNI, 0000. LearningNI (LNI, ) Accessed 20.10.07. Loughran, 1999. Researching teaching: Methodologies and practices for understanding pedagogy. Falmer Press, London. McNair and Marshall, 2007. McNair, V., & Marshall, K. (2007). Using eportfolios to develop teacher competence across initial and induction phases of teacher education. In: L. Tomei, & R. Morris (Eds.), Online and distance learning: Concepts, methodologies, tools, and applications, (Vol. 4). Mellar and Jackson, 1992. IT in post-graduate teacher training. Journal of Computer Assisted Learning. i8. 231-243. Moody, 2000. Electronic conferencing and initial teacher education: Potential and reality. Irish Educational Studies. i19. 151-161. Moon, 2004. A handbook of reflective and experiential learning: Theory and practice. Routledge, London. Moodle, 0000. Moodle, Accessed 20.10.07. Moran and Dallat, 1995. Promoting reflective practice in initial teacher training. The International Journal of Educational Management. v9. 20-26. Osler, 2005. Osler, D. (2005). Policy review of teacher education in Northern Ireland. Accessed 20.10.07. Owen, 1993. Wired Writing: The writer in an electronic residence program. In: Manson, R. (Ed.), Computer conferencing: The last word, Beach Holme, Victoria. Pollard, 2000. Readings for reflective teaching. Continuum, London. Prensky, 2001. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. 9(5), 1-2. Accessed 20.10.07. Salmon, 2002. Mirror, mirror, on my screen: Exploring online reflections. British Journal of Educational Technology. v33 i4. 379-391. Selinger, 1997. Open learning, electronic communications and beginning teachers. European Journal of Teacher Education. v20 i1. 71-84. Simpson et al., 1998. Using information and communications technology as pedagogical tool: A survey of initial teacher education in Scotland. Journal of Information Technology for Teacher Education. v7 i3. 431-446. Teacher Training Agency, 2004. E-learning in initial teacher training. TTA, London. Wenger, 1998. Communities of practice: Learning, meaning and identity. Cambridge University Press, Cambridge. Wenger et al., 2002. Cultivating communities of practice. Harvard Business School Press, Boston. Yandell and Turvey, 2007. Standards or communities of practice? Competing models of workplace learning and development. British Educational Research Journal. v33 i4. 533-550. Zuboff, 1984. In the age of the smart machine. Basic Books, New York.

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AB - This paper focuses on the broad outcomes of a research project which aimed to analyse and model student teachers' learning in the online components of an initial teacher education course. It begins with discussion of the methodological approach adopted for the case study, which combined conventional data gathering techniques with those which are facilitated using the 'panoptical' tools of the VLE. The author has synthesized case study evidence, learning theory (Community of practice theory) and the advice of a key theoretician, to produce an original model of student teachers' learning online within a professional online district (POD). The most distinctive feature of the POD model is the learning-curriculum dichotomy which recognises the potential of a VLE as a venue in which student teachers, working together in a community of practice, construct their own curriculum (both formal and informal/'hidden'. The paper also examines the key technological and pedagogical issues which affect students' online learning.

KW - Communities of practice

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DO - 10.1016/j.compedu.2008.10.006

M3 - Article

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