Teachers’ Knowledge Development Within a Technology-Mediated Professional Learning Community

• In Event: Roundtable Session 25
  In Roundtable Session: Technology in the Lives of Teachers

Abstract

This paper problematizes and discusses the nature and development of the professional knowledge of teachers working in sustained (2011-2015) research in a multimodal, technology-mediated learning community. We describe professional knowledge created in diverse spaces using theoretical frameworks (Vygotsky, 1978; Davydov,1999; Engeström, 1987, 2001) that inform and shape the research and identify the knowledge developed. Literature based categories of knowledge (Aristotle, 2011; Lundvall & Johnson, 1994) distinguish five kinds of professional knowledge: Epistemic, Ethical, Causative, Procedural and, Social-cultural. Findings indicate that when teachers challenge common beliefs; support each other as an ethical issue; make sense of their work; solve problems together; and create personal and professional bonds are creating professional knowledge.

Authors

• Mary Kooy, University of Toronto - OISE

• Carlos Ossa, University of Toronto - OISE