A case study of online community of practice for teacher professional development on technology integration as cognitive tools in mathematics teaching

Download

10501251.pdf

Date

2022-9-05

Author

Çolpan, Dicle

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

315
views

387
downloads

While teachers’ participation in a teacher network is highlighted in effective professional development and online learning removes some limitations, online communities of practice (online CoP) have emerged as a promising way for teacher professional development. Considering the discrepancy between research suggesting integrating technology to improve students' understanding and metacognitive skills and teachers’ practices with teacher-centered approaches and a learning-from-medium perspective, online CoPs can provide the necessary support for teachers. Within a continuous and collaborative learning environment, teachers can gain the competencies required to incorporate technology as a learning partner and benefit from cognitive tools for students’ understanding mathematics. The purpose of this exploratory single case study was to explain the impact of an online CoP designed for mathematics teachers’ professional development about the integration of technology as cognitive tools. 24 mathematics teachers participated in this study. Interviews, lesson plans, and online discussion recordings were used to collect qualitative data. The findings demonstrated teachers’ experiences in integrating cognitive tools as well as the indicators of constructivist learning environments in their lesson plans. Furthermore, the study revealed teachers' experiences in an online CoP while learning how to integrate a cognitive tool into their practices, as well as their knowledge construction throughout the online discussions. Based on the findings, the study proposed a set of suggestions for designing teacher professional development programs and designing and implementing lesson plans integrating cognitive tools.

Subject Keywords

Constructivist learning environments, Cognitive tools, Online community of practice, Teacher professional development

URI

https://hdl.handle.net/11511/99754

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

In-service EFL teacher’s research experiences in an online professional learning community: a qualitative multiple case study Karakaya Yıldırım, Nuriy; Savaş, Perihan; Department of English Language Teaching (2019) The aim of this dissertation was “to investigate the effects of conducting teacher research on in- service English teachers’ views of themselves as researchers, their teacher roles and their professional development as well as to find out how participating in an online professional learning community affect in- service English teacher’s research engagement practices”. The professional learning community in question was designed for the purpose of this study. Necessary materials and tasks were presented on a...
A Mobile Teacher Professional Development Course on Digital Game-Enhanced Language Learning Başoğlu, Emrah Baki; Akkuş Çakır, Nur; Department of Curriculum and Instruction (2022-4-21) The purpose of this design and development research study was to develop a mobile teacher professional development (mTPD) course on Digital Game-Enhanced Language Learning (DGELL) and to evaluate this course by investigating language instructors’ perceptions and application of knowledge about DGELL. The mTPD course was designed leveraging mobile learning to offer ultimate accessibility and flexibility to the teachers and it was developed in three iterative cycles with 44 English language instructors. Data w...
An investigation of how language teachers develop their online teacher identity Kaçakoğlu, Cansu; Çakır, Nur; Department of Curriculum and Instruction (2022-1-07) This qualitative case study aimed to investigate how English language teachers develop their online teacher identities during the emergency remote teaching utilizing Yazan’s (2018) theoretical framework as a lens. The primary source of data was collected through two different semi-structured interviews of 10 English language teachers who were working at a private secondary school. Data were triangulated through semi-structured interviews of internal observers and document analysis. All data were audio-recor...
Investigating prospective middle school mathematics teachers’ self-efficacy perceptions of online teaching during practice teaching course Yazar Koldaş, Şerife; İşler Baykal, Işıl; Department of Mathematics Education (2022-2-11) This study aimed to investigate prospective middle school mathematics teachers’ self- efficacy perceptions towards online teaching during the COVID-19 process in their Practice Teaching course. The multiple case study method was used to investigate and understand the cases in-depth. Three prospective teachers studying at a state university in Ankara participated by the purposive sampling method. In line with the purpose of the study, the semi-structured interview questions were developed according to the "T...
Professional development challenges experienced by language instructors at a foundation university: a case Yüksel, Burcu; Karaman, Abdullah Cendel; Department of English Language Teaching (2021-2-17) This qualitative case study has been conducted in order to explore the challenges experienced by English language teachers regarding their professional development. The study was carried out in the English language preparatory program at a foundation university in central Turkey. Eight English language instructors working in the program participated in the study. The data were gathered through semi-structures interviews and researcher’s field notes. The results of the study demonstrated that even though par...

Citation Formats

D. Çolpan, “A case study of online community of practice for teacher professional development on technology integration as cognitive tools in mathematics teaching,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.