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Developing Teacher Knowledge and Reflection

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Online Learning Networks for Pre-Service and Early Career Teachers

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Abstract

This chapter examines the nature of teacher knowledge and its implications for the assistance required by PSTs and ECTs within virtual communities of teachers. The chapter characterises teacher knowledge by identifying two key types of knowing and their relation to teaching practice. From this characterisation, it is argued that novice teachers especially need opportunities for collaborative reflection with other teachers in order to construct, develop, and transform their teacher knowledge. Some conditions for this collaborative reflection—especially trust and collegial-like conversation—are then examined, and the authors contend that virtual communities need to promote high levels of engagement and social presence among the members of the community. The chapter concludes with five general implications for the design of virtual communities of teachers.

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Authors and Affiliations

  1. Australian Digital Futures Institute, University of Southern Queensland, Toowoomba, Australia

    Nick Kelly

  2. Science and Engineering Faculty, Queensland University of Technology, Brisbane, Australia

    Nick Kelly

  3. Department of Pedagogy and Psychology, University of Lleida, Lleida, Spain

    Marc Clarà

  4. Learning Academy, Charles Sturt University, Wagga Wagga, Australia

    Benjamin Kehrwald

  5. Faculty of Business, Education, Law and Arts, University of Southern Queensland, Toowoomba, Australia

    Patrick Alan Danaher

  6. School of Education and the Arts, Central Queensland University, Rockhampton, Australia

    Patrick Alan Danaher

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  1. Nick Kelly
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  2. Marc Clarà
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  3. Benjamin Kehrwald
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  4. Patrick Alan Danaher
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Kelly, N., Clarà, M., Kehrwald, B., Danaher, P.A. (2016). Developing Teacher Knowledge and Reflection. In: Online Learning Networks for Pre-Service and Early Career Teachers. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-50302-2_4

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  • DOI: https://doi.org/10.1057/978-1-137-50302-2_4

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  • Publisher Name: Palgrave Pivot, London

  • Print ISBN: 978-1-137-50301-5

  • Online ISBN: 978-1-137-50302-2

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