Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes
- Authors
- Kim, Hye Jeong; Miller, H.R.; Herbert, B.; Pedersen, S.; Loving, C.
- Issue Date
- Sep-2012
- Publisher
- SPRINGER
- Keywords
- Community of practice; Inquiry; Learning communities; Teacher education; Wiki
- Citation
- Journal of Science Education and Technology, v.21, no.4, pp 440 - 452
- Pages
- 13
- Journal Title
- Journal of Science Education and Technology
- Volume
- 21
- Number
- 4
- Start Page
- 440
- End Page
- 452
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/42205
- DOI
- 10.1007/s10956-011-9336-x
- ISSN
- 1059-0145
1573-1839
- Abstract
- In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of wiki technology and knowledge of teaching through inquiry. Teachers participated in the Professional Learning Community Model for Entry into Teaching Science (PLC-METS), a professional development program that is based on an integrated teacher education model of knowledge sharing, collaboration, and communication between teachers and scientists, with the goal of supporting early-career teachers' ability to engage their students in scientific inquiry. The use of a wiki environment to collaborate on activities, deliver resources, and share knowledge is rapidly expanding in professional development communities. The use of the wiki in PLC-METS positively predicted the results of teachers' knowledge of inquiry-based teaching. Results demonstrate that the wiki can contribute to building a learning community for collaboration between early-career science teachers and scientists. The paper also discusses the educational implications for the design of wiki-based professional learning communities that impact teachers' professional development. © 2011 Springer Science+Business Media, LLC.
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