Dialogic Understanding of Student In-Service Teachers’ Online Transformative Learning Experiences in a Double-Layered Community of Practice

• In Event: Roundtable Session 25
  In Roundtable Session: Critical Reflection for Change in Teacher Practice

Abstract

There have been two emerging efforts to develop teachers’ CoPs and design effective online courses to facilitate teachers’ transformative learning in the field of teacher professional development. However, these two approaches to current teacher education have not been practically integrated with each other and their collective effects on changing teachers’ teaching practice remain unexplored despite their potential synergy. To resolve this conflicted educational situation, we have conducted a design-based research to develop a double-layered CoP model by integrating CoP theories and online course design principles. Taking Bakhtin’s Dialogism as an analytic lens, this paper shows the educational potential that the double-layered CoP model has for in-service student teachers’ transformative online learning, which is effectively connected to their teaching practices.

Authors

• Kyungmee Lee, University of Toronto - OISE

• Clare M. Brett, University of Toronto