Expansive Learning and Iterative Development in Online Teacher Training: A Case Study Using the Cultural-Historical Activity Theory and Change Laboratory Method (Poster 15)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Online Teaching and Learning SIG Poster Session 2

Abstract

This study explores the reformation of an online teacher training program aimed at secondary school teachers, particularly through the lens of the Cultural-Historical Activity Theory (CHAT). By employing a Change Laboratory (CL) approach, organizational members analyzed and enhanced the program's efficacy while confronting inherent challenges. Two iterations of the program were examined: the E-learning Teacher Competence Augmentation Training (ET-CAT) and the Uncommon Sense Teaching (UST). The paper underscores the importance of expansive learning within the organization to sustain the program and emphasizes the value of university-school partnerships in promoting digital competencies among teachers. It provides vital insights for institutions operating Massive Open Online Courses (MOOCs) platforms, thereby contributing significantly to online education and teacher education.

Authors

• Ken-Zen Chen, National Yang Ming Chiao Tung University

• Ching-Yu Tseng, Air University

• Wei-I Lee, National Yang Ming Chiao Tung University