دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات13
تعداد شماره‌ها200
تعداد مقالات2,008
تعداد مشاهده مقاله2,679,477
تعداد دریافت فایل اصل مقاله1,936,878
رحیمی, محمدرضا, پورجمشیدی, مریم, مومنی راد, اکبر. (1401). تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس. فناوری آموزش, 16(4), 661-680. doi: 10.22061/tej.2022.8345.2653
محمدرضا رحیمی; مریم پورجمشیدی; اکبر مومنی راد. "تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس". فناوری آموزش, 16, 4, 1401, 661-680. doi: 10.22061/tej.2022.8345.2653
رحیمی, محمدرضا, پورجمشیدی, مریم, مومنی راد, اکبر. (1401). 'تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس', فناوری آموزش, 16(4), pp. 661-680. doi: 10.22061/tej.2022.8345.2653
رحیمی, محمدرضا, پورجمشیدی, مریم, مومنی راد, اکبر. تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس. فناوری آموزش, 1401; 16(4): 661-680. doi: 10.22061/tej.2022.8345.2653

تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس

فناوری آموزش
مقاله 1، دوره 16، شماره 4 - شماره پیاپی 64، مهر 1401، صفحه 661-680    اصل مقاله (1000.53 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.8345.2653
نویسندگان
محمدرضا رحیمی؛ مریم پورجمشیدی* ؛ اکبر مومنی راد
گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
تاریخ دریافت: 31 اردیبهشت 1401،  تاریخ بازنگری: 13 شهریور 1401،  تاریخ پذیرش: 16 شهریور 1401 
چکیده
پیشینه و اهداف:  مهارت تلفیق فناوری در کلاس درس جزء صلاحیت­های ضروری معلمان در عصر فناوری اطلاعات و ارتباطات محسوب می­شود و تحقق استانداردهای جدید یادگیری و برآورده شدن نیازهای یادگیرندگان در قرن حاضر در گروی این صلاحیت است. از مهم‌ترین مسائل و چالش­ های موجود در این زمینه، پایین بودن دانش، مهارت و نگرش معلمان در دست‌بابی به سطح مطلوب تلفیق فناوری در کلاس درس ذکر شده است. این مسأله مانع بهره ­گیری از قابلیت­ های فناوری در راستای افزایش کیفیت فرایند یاددهی-یادگیری و  نیز برآورده شدن نیازهای جامعۀ جهانی می‌شود. لذا ضرورت دارد  تا روش­ها و راهبردهای توانمندسازی معلمان در این زمینه و بهبود سطح تلفیق فناوری آنها در کلاس درس مورد بررسی قرار گیرد. بر همین اساس، پژوهش حاضر با هدف بررسی تأثیر اجتماع یادگیری به‌عنوان یک راهبرد یادگیری بر بهبود صلاحیت معلمان متوسطه در زمینه تلفیق فناوری آنها در کلاس درس انجام شد.
روش‌ها‌: این پژوهش از نوع آمیخته با طرح متوالی تبیینی انجام شد. در بخش کمّی از روش نیمه آزمایشی و استفاده از پیش‌آزمون پس‌آزمون با گروه آزمایش و گواه و در بخش کیفی از روش تحلیل مضمون استفاده شد. در اجرای پژوهش، دانش و مهارت‌های مربوط به تلفیق فناوری در کلاس درس در گروه آزمایش از طریق اجتماع یادگیری و در گروه گواه، به‌طور فردی ارائه شد. جامعه آماری پژوهش شامل کلیه معلمان مرد شاغل در مقطع متوسطه اول ناحیه 2 شهر کرمانشاه در سال تحصیلی97-98، به تعداد 310 نفر بود که  تعداد 30 معلم از جامعۀ آماری به شیوه نمونه­گیری تصادفی انتخاب شدند که 15 نفر آنها به‌صورت جای‌گذاری تصادفی در گروه آزمایش و 15 نفر دیگر در گروه گواه قرار گرفتند. در بخش کیفی نیز تمام 15مشارکت‌کننده در گروه آزمایش به‌عنوان نمونه در نظر گرفته شدند. ابزار جمع‌آوری داده­ها در بخش کیفی، مصاحبۀ نیمه ساختارمند و در بخش کمّی پرسش‌نامۀ محقق ساخته بود که در 50 گویه تدوین شد. روایی پرسش‌نامه با استفاده از نظر متخصصان تأیید و پایایی آن نیز با استفاده از آلفای کرونباخ 97/0 به‌دست آمد. در اجرای پژوهش نیز از الگوی طراحی اجتماع یادگیری مومنی‌راد (1399) استفاده شد. تجزیه‌و تحلیل داده­ها با استفاده از آزمون تحلیل کواریانس از طریق نرم افزار SPSS و نیز کدگذاری باز با استفاده از نرم افزار MAXQDA انجام شد.
یافته‌ها: نتایج نشان داد اجتماع یادگیری معلمان بر دانش تلفیق فناوری آنها (01/0>002/0=p و 465/3=F)؛ نگرش معلمان نسبت به تلفیق فناوری،(05/0>016/0=p و 698/6=F)؛ و نیز کاربرد فناوری در کلاس درس توسط معلمان (05/0>012/0=p و 358/7=F)، تأثیر مثبت دارد و باعث افزایش دانش، نگرش و مهارت معلمان در تلفیق فناوری در کلاس درس می­شود. همچنین تحلیل داده­های کیفی از طریق کدگذاری باز منجر به استخراج شش مضمون اصلی شامل جستجوگری؛ حمایت­گری؛ خودارزیابی؛ توسعه شناخت نظری و عملی؛ جسارت یادگیری؛ و هم‌افزایی شد که به‌عنوان دلایل تأثیر اجتماع یادگیری بر تلفیق فناوری از دیدگاه معلمان شناسایی شد.
نتیجه‌گیری: با توجه به یافته ­های پژوهش، می­توان­ گفت اجتماع یادگیری در راستای افزایش دانش، نگرش و مهارت تلفیق فناوری معلمان در کلاس درس یک عامل مؤثر و حمایتی است و توانایی معلمان در بهره ­گیری از فناوری را بهبود می­ بخشد. این امر می ­تواند علاوه بر رشد حرفه­ای معلمان، زمینه‌ساز افزایش یادگیری دانش‌آموزان در کلاس درس شود. بنابراین با تشکیل اجتماع ­های یادگیری معلمان و حمایت و پشتیبانی از آن می­توان رشد و توسعۀ صلاحیت­های حرفه­ای معلمان در زمینۀ تلفیق فناوری در برنامه درسی را افزایش داد.
کلیدواژه‌ها
فناروی؛ اجتماع یادگیری؛ تلفیق فناوری؛ معلمان؛ کلاس
موضوعات
فناوری آموزش- تربیت معلم
عنوان مقاله [English]
The Effect of Learning Community of Teachers on Integrating Technology in their Classroom
نویسندگان [English]
M. Rahimi؛ M. pourjamshidi؛ A. Momenirad
Department of Educational Sciences, Faculty of Humanities, Bu Ali Sina University, Hamadan, Iran
چکیده [English]
Background and Objectives: Integrating technology in the classroom is one of the essential competencies of teachers in the age of information and communication technology. Achieving new learning standards and meeting the learners’ needs in the present century depends on this competence. One of the most important issues and challenges in this field is the low knowledge, skills and attitudes of teachers in achieving the desired level of technology integration in the classroom. This prevents the use of technological capabilities in order to increase the quality of the teaching-learning process and also to meet the needs of the global community. Therefore, it is necessary to examine the methods and strategies for empowering teachers in this field and improving their level of technology integration in the classroom. Accordingly, the present study aimed to investigate the impact of the learning community as a learning strategy on improving the competence of high school teachers in integrating technology in their classroom.
Methods: The research method was mixed with an explanatory plan. In the quantitative part, the quasi-experimental method and the use of pre-test/ post-test with experimental and control groups, and in the qualitative part, the content analysis method were used. In conducting the research, knowledge and skills related to technology integration were discussed and shared in the classroom in the experimental group through the learning community, and the control group received the knowledge and skills related to technology integration separately. The statistical population of the study included all male teachers working in the first secondary school of District 2 of Kermanshah in the academic year of 1997-98, accounting for 310, of whom 30 teachers were selected from the statistical population via random sampling procedures and 15  via random placement in the experimental group and 15 others were included in the control group. In the qualitative section, all 15 teachers in the experimental group were considered as participants. The data collection tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, compiled of 50 items. The validity of the questionnaire was confirmed by experts and its reliability was 0.97 using Cronbach's alpha. In the research, Momeni Rad’s (2020) learning community design model was used. Data analysis was performed using analysis of covariance using SPSS software and open coding was performed using MAXQDA software.
Findings: The results showed that teachers' learning community had a positive effect on their integrated technology knowledge (p= 0.002 <0.01 and F= 3.465), teachers' attitude towards technology integration (p = 0.0166 and F = 6.698) and also, the application of technology in the classroom by teachers (p=0.012 <0.05 and F=7.358) leading to increased teachers' knowledge, attitude, and skills in integrating technology in the classroom. Also, the analysis of qualitative data through open coding led to the extraction of six main categories, including search, support, self-assessment, cognition development, daring to learn, and synergy identified as an influential factor in the learning community on the integration of technology from teachers` view.
Conclusion: The learning community can be a supportive and effective factor in increasing the knowledge, attitude, and skills of teachers' technology integration in the classroom. Therefore, by forming and supporting teacher learning communities, the growth and development of teachers' professional competencies is increased in technology integration in the curriculum.
کلیدواژه‌ها [English]
Technology, Technology Integration, Learning Community, Teachers, classroom
مراجع
[1] Momeni Rad A, Pourjamshidi M. [Online and social networking communities]. Kear K (Author). Hamedan: Bu Ali Sina University Publications. 2011; P. 80-269. Persian.

[2] Mohd Tahir L, Mohd Said MH, Fazli Ali M, Samah NA, Daud K, Mohtar TH. Examining the professional learning community practices: An empirical comparison from Malaysian universities clusters. Procedia – Social and Behavioral Sciences. 2013; 97: 105-113.

[3] Momeni Rad A, Saeedpour M. Learning Community Design. Tehran: Sako Publishing; 2016. Persian.

[4] Langel JJ. An exploratory study of resource selection and evaluation by self-directed leisure learners who participate in online learning communities. [dissertation]. Kansas State University; 2011. 

[5] Gandami Hassanaroodi F, Sajjadi M. [Digital turn and its implications on teacher’s professional achievement: learning communities’ formation among teachers]. Journal of Education Technology. 2016; 10 (4): 291-275. Persian.

[6] PahlavanSadegh A. [Structural model of the relationship between professional learning community and organizational sustainability with the mediating role of organizational awareness: A mixed research in the higher education system]. Quarterly Journal of Management on Organizational Training. 2017; 6 (1): 144-103. Persian.

[7] Gomillion D, Becker A, George J, Scialdone M. Learning How to Teach: The Case for Faculty Learning Communities. Information Systems Education Journal (ISEDJ). 2020; 18 (4):74-79.

[8] Garrison D. R, Anderson T, Archer W. Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education. 2000; 2(2–3): 87–105.

[9] Salmon G. E-Moderating. The Key to Teaching and Learning Online; 2nd edition. London: Taylor & Francis; 2004.

[10] Laurillard D. The pedagogical challenges to collaborative technologies. International journal of computer – supported collaborative learning. 2009; 4(1), pp. 5-20.

[11] Heemskerk W.M, Dauphin S.L.M, van Dorst M.A, Bussemaker M, Wallner C. A learning community within nursing practice: The value created by the activities and interactions during the early stage of community development. Nurse Education in Practice. 2021; 57, 103242.

[12] Andrade MS. Learning Communities: Examining positive outcomes. Journal of College Student Retention: Research, Theory & Practice. 2007; 9(1):1-20.  

[13] Goldman CC. A cohort-based learning community enhances academic success and satisfaction with university experience for first-year students. Canadian Journal for the Scholarship of Teaching & Learning. 2012; 3(2): 12-31.

[14] Laverick EK. Building a community of learners in and outside the classroom. Journal of International Student. 2018; 8(2): 1256-1263.

[15] Wathington HD, Pretlow J, Mitchell C. The difference a cohort makes: Understanding learning communities in community colleges. Journal of College Student Retention: Research, Theory and Practice. 2010; 12(2): 225-242.

[16] Alwari S, Maghami HR. [The effect of learning community on social skills and academic achievement of Allameh Tabatabai University students]. Journal of Educational Psychology. 2018; 13 (47): 93-75.Persian.

[17] Christ T, Wang X C. Exploring a community of practice model for professional development to address challenges to classroom practices in early childhood. Journal of early childhood teacher education. 2013; 34 (4), 350–373.

[18] Keejoon Yoon, Kathleen M. Armour. Mapping physical education teachers’ professional learning and impacts on pupil learning in a community of practice in South Korea. Physical Education & Sport Pedagogy. (2017) 22(4): 427-444.

[19] Botha J, Kourkoutas E. A community of practice as an inclusive model to support children with social, emotional and behavioural difficulties in school contexts. International journal of inclusive education. 2016; 20 (7), 784–799.

[20] Van Ora JP. The impact of learning communities on the experiences of developmental students in community college: A qualitative study. Learning Communities Research and Practice. 2019; 7(1). 

[21] Erb T. Diverse Students Learning to New Standards. Middle School Journal. 2002; 33(3), 4-4.

[22] Keengwe J, Onchwari G. Preparing Teachers to Integrate Digital Tools That Support Students’ Online Research and Comprehension Skills. In: Handbook of Research on Literacy and Digital Technology Integration in Teacher Education. Chapter 3; 2019. P. 47-77.

[23] Frei S, Gammill A, Irons S. Integrating Technology into the Curriculum: All Grades: Professional Development for Successful Classrooms. Teacher Created Materials; 2006.

[24] Thomas JF, Fatherly S. The roadmap seminar: Preparing students for success in learning communities. Learning Communities Research and Practice. 2017; 5(2): 7-12.

[25] Hobbins JO, Eisenbach M, Ritchie KL, Jacobs S. Investigating the relationship between residential learning community participation and student academic outcomes in a Canadian institution. The Canadian Journal for the Scholarship of Teaching and Learning.  2018; 9(2):1-15

[26] Kilgo CA, Ezell Sheets JK, Pascarella ET. The link between highimpact practices and student learning: Some longitudinal evidence. Higher Education. 2015; 69(4): 509-525.

[27] McKenzie w. multiple intelligences and instructional technology. 2nd ed. Ertle l, Harter S, McGovern K, Cozzens T (Eds). International Society for Technology in Education; 2005.

[28] Mishra P, Koehler Mj. Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers' college record. 2006; 108 (6): 1017–1054.

[29] Hamilton E, Rosenberg J, Akcaoglu M. The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends. 2016; 60(5): 1-17.

[30] Zeynivand Nezhad, F. [Influencing Factors and Relationships between them to enhance the Usage of Digital Technologies by Primary and Mathematics Teachers]. Journal of Curriculum Studies (J. C. S). 2020; 15 (57): 65-106. Persian.

[31] Ertmer PA, Ottenbreit-Leftwich AT. Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education. 2010; 42(3): 255–284.

[32] Backfisch I, Lachner A, Sturmer K, Scheiter K. Variability of teachers’ technology integration in the classroom: A matter of utility! Computers and Education. 2021; 166(104159).

[33] CifuentesI L, Maxwell G, Buiu S. Technology Integration through Professional Learning Community. Educational Computing Research. 2011; 44(1): 59-82.  

[34] Mundy MA, Kupczynski L, Kee R. Teacher's perceptions of technology use in the schools. SAGE Open. 2012; 2(1): 1-8.

[35] Cheung G, Wan K, Chan K. Efficient use of clickers: a mixed-method inquiry with university teachers. Education Sciences. 2018; 8(1): 1-15.  

[36] Swanzen, R. Facing the Generation Chasm: The Parenting and Teaching of Generations Y And Z. International Journal of Child, Youth and Family Studies (2018) 9(2): 125–150.

[37] Seemiller C, Grace M. Generation Z Goes to College. San Francisco, CA: Jossey-Bass; 2016.

[38] Shatto B, Erwin K. Teaching millennials and Generation Z: bridging the generational divide. Creative Nursing. 2017; 23(1): 24-28.

[39] Swanzen R.  Facing the generation chasm: the parenting and teaching of generations Y and Z”. International Journal of Child, Youth and Family Studies. (2018); 9(2): 125–150.

[40] Vercellotti ML. Do interactive learning spaces increase student achievement? A comparison of classroom context”. Active Learning in Higher Education. 2018; 19(3): 197-210.

[41] Reid P. Supporting instructors in overcoming self-efficacy and background barriers to adoption”. Education and Information Technologies. 2017; 22(1): 369-382.

[42] Johnson AM, Jacovina ME, Russell DE, Soto CM. Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction; 2016. New York: Taylor & Francis; 2016. p. 13-29.

[43] Nicol AA, Owens SM, Le Coze SS, MacIntyre A, Eastwood C. Comparison of high-technology active learning and low-technology active learning classrooms. Active Learning in Higher Education. 2018; 19(3): 253-265.

[44] Van Braak J, Tondeur J, Valcke M. Explining different types of computer use among primary school teachers. European journal of psychology of education. 2010; 19(4): 645-651.

[45] Hartman RJ, Townsend MB, Jackson M. Educators’ perceptions of technology integration into the classroom: a descriptive case study. Journal of Research in Innovative Teaching & Learning. 2019; 12 (3): 236-249.

[46] Taimalu M, Luik P. The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and teacher Education. 2019; 79: 101-110.

[47] Chauhan S. A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education. 2017; 105: 14–30.

[48] El Fadil B. High school technology design process – goals and challenges”. International Journal of Arts & Sciences. 2015; 8 (6): 109-116.

[49] Irfan NU,  Noor A.J. ICT skills, practices and barriers of its use among secondary school students. Procedia- Social and Behavioral Sciences. 2012; 46. 5672-5676.

[50] Somera SL. Educator experiences transitioning to blended learning environment in K-6 public schools. [dissertation].  California, Walden University; 2018. 163P.

[51] Elcicek M. An investigation into the technology integration levels of pre-service teachers in compulsory distance education (covide-19 pandemic). International Online Journal of Educational and Teaching (IOJET). 2021; 8(3): 2060-2080.

[52] Kihani j, Moradi Naqdeh SM. [Investigating the effective factors on the use and acceptance of computer technology by teachers in teaching using fuzzy cognitive maps]. Research in Education Systems. 2018; 43(12): 234-249. Persian.

[53] Liao Y-C, Ottenbreit-Leftwich A, Glazewski K, Karlin M. Coaching to support teacher technology integration in elementary classrooms: A multiple case study. Teaching and Teacher Education. 2021; 104: 103384.

[54] Kazemi M, Mansouri V, Zolghadri P, Dehghanzadeh H. Examining ICDL teachers' knowledge and skills in the teaching process. Educational research. 2017; 4 (34) :34-59. Persian.

[55] Azizi Shamami M, Izadi S, Babaeian F, IThe study of Barriers to the Adoption and Application of Information and Communication Technology in Elementary Schools. New Approach in Educational Administration. 2020; 11(1): 41. 118-134. Persian.

[56] Vongkulluksn V. W, Xie K, Bowman M. A. The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education. 2018; 118: 70–81.

[57] Cheng PL. Professional Learning Community (PLC): Technology Integration at a Title I Elementary School. Technology integration at a title i elementary school [Master's Theses]. San Jose State University; 2017.

[58] Sasota RS, Cristobal RR, Sario IS, Biyo JT, Magadia JC. Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines. Journal of Computers in Education. 2021; 8(3): 443-464.

[59] Morales MPE, Avilla RA, Butron BR, D. Ayouts TO, Masangcay DB, Laureano RA. Technology integration traditions, transitions and best practices in philippine higher steam education. Philippine Journal of Science. 2021; 150(5): 1265-1278.

[60] Engin, M. Atkinson, F. (2015). Faculty learning communities: a model for supporting curriculum changes in higher education. International Journal of Teaching and Learning in Higher Education. 2015; 27(2): 164-174.

[61] Cibulka JG, Cooper B S. Technology in School Classrooms. Rowman & Littlefield Publishers; United States America, 2017.

[62] Creswell GW, Piano Clark VL. Designing and conducting mixed methods research. Qualitative Research Journal. Published by Sage Publications, California; 2007.

[63] Walton E, Carrington S, Saggers B, Edwards C, Kimani W. What matters in learning communities for inclusive education: a crosscase analysis. Professional Development in Education. 2019; 48(1): 134-148.

[64] Virtue EE, Maddox G, Pfaff K. The lasting effects of learning communities. Learning Communities Research and Practice. 2019; 7(2).1-13.  

[65] Borzillo S, Kaminska-Labbé R. Unravelling the dynamics of knowledge creation in communities of practice though complexity theory lenses. Knowledge management research & practice. 2011; 9 (4), 353–366.

[66] Green M, Cifuentes L. An exploration of online environments supporting follow-up to face-to-face professional development. Journal of Technology and Teacher Education. 2011; 16(3): 283-306.

[67] Guskey TR. What makes professional development effective? Phi Delta Kappan. 2003; 84(10): 748-750.

[68] Speck M, Knipe C. Why can’t we get it right? Professional development in our schools. Thousand Oaks, CA: Corwin Press. 2001.

[69] Habibi-Azar A, Keyhan J, Talebi B. [A Phenomenological Study of Teachers' Living Experiences on the Challenges of Holding In-Service Training Courses by Ministry of Education]. Technology of Education Journal. 2021; 16: 1-15.  Persian.

[70] Boholano HB. Smart social networking: 21st century teaching and learning skills. Research in Pedagogy; 2017; 7(1): 21–29.

[71] Lehtinen A, Nieminen P, Viiri J. Preservice teachers’ TPACK beliefs and attitudes toward simulations. Contemporary Issues in Technology and Teacher Education. 2016; 16(2): 151–171.

[72] Er E, Kim C. Episode-centered guidelines for teacher belief change toward technology integration. Educational Technology Research and Development. 2017; 65(4): 1041–1065.

[73] Williams CK. An Investigation of Attitudes of K-12 Teachers toward Computer Technology Use in Schools in a Rural Mississippi District [Dissertation]. Mississippi State University; (2006).

[74] Al-Hujran O, Al-Debei M, Chatfield A, Migdadi M. The imperative of influencing citizen attitude toward e-government adoption and use. Computers in Human Behavior. 2015; 53: 189–203.

[75] Aldunate R, Nussbaum M. Teacher adoption of technology. Computers in Human Behavior. 2013; 29(3): 519–524.

[76] Dress A. Adopting a growth mindset. Exchange. 2016; (228): 1-12.

[77] Demirbag M, Kılınc A. Preservice teachers’ risk perceptions and willingness to use educational technologies: a belief system approach”. Journal of Education and Future. 2018; 14: 15-30.

[78] Marwan A, Sweeney T. Using Activity Theory to Analyse Contradictions in English Teachers’ Technology Integration. Asia-Pacific Edu Res. 2019; 28: 115–125.

[79] Daphnee Hui Lin L, Wing On L. Transformational Change in Instruction with Professional Learning Communities? The Influence of Teacher Cultural Disposition in High Power Distance Contexts. Journal of Educational Change. 2018; 19 (4): 463-488.

[80] Mak B, Pun SH. Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts. Teachers and teaching. 2015; 21 (1): 4–21.

[81] OECD. TALIS 2013 Results: An International Perspective on Teaching and Learning. OECD Publishing. 2014. 440.

[82] Darling-Hammond L, Richardson N. Teacher learning: what matters? Educational leadership. 2009; 66 (5): 46–53.

[83] Nehring J, Fitzsimons G. The Professional Learning Community as Subversive Activity: Countering the Culture of Conventional Schooling. Professional Development in Education. 2011; 37(4): 513-535.

[84] Schaap H, de Bruijn E. Elements affecting the development of professional learning communities in schools. Learning Environ Res. 2018; 21: 109–134.

[85] Tarnanen M, Kostiainen E, Kaukonen V, Martin A, Toikka T. Towards a learning community: understanding teachers’ mental models to support their professional development and learning. Professional Development in Education. 2021; 10(2): 49-53.

[86] Frances Rice M. Reconceptualizing teacher professional learning about technology integration as intra-active entanglements. Professional Development in Education. 2021; 47:2-3, 524-537.

[87] Gioko A. Creating an effective professional learning sessions model on technology integration for a kenyan school district. Educ Inf Technol. 2013; 18:151–164.

[88] Huijboom F, Van Meeuwen P, Rusman E, Vermeulen M. Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture and Social Interaction. 2021; 31:(100566).

آمار
تعداد مشاهده مقاله: 938
تعداد دریافت فایل اصل مقاله: 1,102


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب