Skip to main content

Designing a Pre-service Teacher Community Platform: A Focus on Participants’ Motivations

  • 870 Accesses

Part of the Lecture Notes in Computer Science book series (LNISA,volume 12884)

Abstract

Online communities (OC) have several applications in the domain of education with a special focus on teacher professional development. The development of OC of teachers enables knowledge exchange, reflection on teacher practice, sharing of educational resources, and emotional support. Nevertheless, several barriers have been found to affect community members’ participation such as their time constraints due to teachers’ busy schedules, the community moderation and social support, and their peripheral participation. This research aims to better understand teachers’ initial motivations to participate in such OCs, and how useful is this information to tackle and reduce the barriers that affect their participation. We present how a supporting platform for an OC of teachers is designed following a design-based research methodology within a pre-service science teacher master course to explore, share, and comment learning designs. We gathered information about 40 pre-service teachers’ motivations to participate in the OC and their perceptions about the supporting platform. Results suggest that participants’ main motivation is to gain knowledge and to use technologies to simplify designing and sharing of learning designs. In contrast, reputation is the least important motivation to participate in such an OC. These results provide valuable information to refine the designed platform as there is a relationship between participants’ motivations and the perceived importance of the implemented features of the supporting platform. Further iterations will evaluate the refinements and the usefulness of the implemented features.

Keywords

  • Online communities
  • Teacher communities
  • Motivations
  • Learning design

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-030-86436-1_34
  • Chapter length: 6 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   84.99
Price excludes VAT (USA)
  • ISBN: 978-3-030-86436-1
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   109.99
Price excludes VAT (USA)
Fig. 1.

based on [1].

Fig. 2.

References

  1. Amiel, T., Reeves, T.C.: Design-based research and educational technology: rethinking technology and the research agenda. J. Educ. Technol. Soc. 11(4), 29–40 (2008)

    Google Scholar 

  2. Hernández-Leo, D., et al.: An integrated environment for learning design. Front. ICT 5, 9 (2018). https://doi.org/10.3389/fict.2018.00009

    CrossRef  Google Scholar 

  3. Hew, K.F., Hara, N.: Empirical study of motivators and barriers of teacher online knowledge sharing. Educ. Tech. Res. Dev. 55(6), 573 (2007). https://doi.org/10.1007/s11423-007-9049-2

    CrossRef  Google Scholar 

  4. Hur, J.W., Brush, T.A.: Teacher participation in online communities. J. Res. Technol. Educ. 41(3), 279–303 (2009). https://doi.org/10.1080/15391523.2009.10782532

    CrossRef  Google Scholar 

  5. Kirschner, P.A., Lai, K.: Online communities of practice in education. Technol. Pedagogy Educ. 16(2), 127–131 (2007). https://doi.org/10.1080/14759390701406737

    CrossRef  Google Scholar 

  6. Lantz-Andersson, A., Lundin, M., Selwyn, N.: Twenty years of online teacher communities: a systematic review of formally-organized and informally-developed professional learning groups. Teach. Teach. Educ. 75, 302–315 (2018). https://doi.org/10.1016/j.tate.2018.07.008

    CrossRef  Google Scholar 

  7. Maciá, M., García, I.: Informal online communities and networks as a source of teacher professional development: a review. Teach. Teach. Educ. 55, 291–307 (2016). https://doi.org/10.1016/j.tate.2016.01.021

    CrossRef  Google Scholar 

  8. Michos, K., Hernández-Leo, D.: Supporting awareness in communities of learning design practice. Comput. Hum. Behav. 85, 255–270 (2018). https://doi.org/10.1016/j.chb.2018.04.008

    CrossRef  Google Scholar 

  9. Muller, P.: Reputation, trust and the dynamics of leadership in communities of practice. J. Manag. Gov. 10(4), 381–400 (2006). https://doi.org/10.1007/s10997-006-9007-0

    CrossRef  Google Scholar 

  10. Nov, O., Anderson, D., Arazy, O.: Volunteer computing: a model of the factors determining contribution to community-based scientific research. In: Proceedings of the 19th International Conference on World Wide Web, pp. 741–750 (2010). https://doi.org/10.1145/1772690.1772766

  11. Reimann, P.: Design-based research. In: Markauskaite, L., Freebody, P., Irwin, J. (eds.) Methodological Choice and Design, vol. 9, pp. 37–50. Springer, Dordrecht (2011). https://doi.org/10.1007/978-90-481-8933-5_3

    CrossRef  Google Scholar 

  12. Wenger, E.C., Snyder, W.M.: Communities of practice: the organizational Frontier. Harv. Bus. Rev. 78(1), 139–146 (2000)

    Google Scholar 

Download references

Acknowledgments

This work has been partially funded by the EU Regional Development Fund and the National Research Agency of the Spanish Ministry of Science and Innovation under project grants TIN2017-85179-C3-3-R and PID2020-112584RB-C33. P. Santos acknowledges the support by the Spanish Ministry of Science and Innovation under the Ramon y Cajal programme. D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia program.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Nicolas Felipe Gutiérrez-Páez .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this paper

Verify currency and authenticity via CrossMark

Cite this paper

Gutiérrez-Páez, N.F., Santos, P., Hernández-Leo, D., Carrió, M. (2021). Designing a Pre-service Teacher Community Platform: A Focus on Participants’ Motivations. In: De Laet, T., Klemke, R., Alario-Hoyos, C., Hilliger, I., Ortega-Arranz, A. (eds) Technology-Enhanced Learning for a Free, Safe, and Sustainable World. EC-TEL 2021. Lecture Notes in Computer Science(), vol 12884. Springer, Cham. https://doi.org/10.1007/978-3-030-86436-1_34

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-86436-1_34

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-86435-4

  • Online ISBN: 978-3-030-86436-1

  • eBook Packages: Computer ScienceComputer Science (R0)