Poster #71 - Unpacking the Discourse of Isolated Educators After They Become Networked

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-10 - Section 8 Poster Session 3

Abstract

This study explored the discourse of a group of educators, all of whose roles inhibited their participation in professional communities at either the school or district level after they joined virtual professional communities (VPCs). The two VPCs in question included one for mentors who supported online learners, and one for early literacy coaches who worked with teachers to improve literacy instruction. Focusing primarily on textual data that was created by the participants as a result of interactions, the researcher used text-mining techniques to discern their most frequently uttered words and their correlated words. The findings reveal that members exchanged high quality practical knowledge and ideas about professional identity. Areas in which the VPCs could be improved are also discussed.

Author

• Jemma Bae Kwon, Michigan Virtual