Anticipating the future, participating in change: A paradigm shift for professional development

7/29/2019 Anticipating the future, participating in change: A paradigm shift for professional development

1/14

Anticipating the future, participating in change: A paradigm shift for

professional development

Hazel Owen

Ethos Consultancy NZ

New Zealand

[email protected]

http://www.ethosconsultancynz.com/

Abstract

We are facing a wide range of social, environmental, political, and economic

issues, which can only be addressed through concerted participation inanticipative global thinking. Education practitioners already play a central

role in fostering global thinking, but it can be argued that the time is ripe for

a paradigm shift away from content to a greater focus on synergistic thinking

and lifelong learning skills. To achieve this shift, however, it is necessary to

also re-invent Professional Learning and Development (PLD) for education

practitioners.

The paper illustrates some of the dynamics and results of the Virtual

Professional Learning and Development (VPLD) programme by presenting

the findings from the research conducted during 2010 and 2011. The

findings and discussion clearly identify the value of the VPLD model by

demonstrating changes in the practitioners' roles, which have resulted in, for

example, shifts in beliefs about learning and teaching, corresponding

changes in professional practice, and an increase in the development of

students' metacognitive skills. As such, the VPLD programme fosters the

enhanced potential of participating educators and leaders to contribute to

future reforms that will, in turn, ensure that education is designed to promote

participation, anticipation, and global thinking.

Introduction


2/14

In 2002 a document referring to the United Nations Education for All initiative

indicated:

[G]lobal research . . . has established unequivocally that.education is one of

the most powerful instruments known for reducing poverty and inequality and

for laying the basis for sustained economic growth, sound governance, and

effective institutions (p. v).

It is, however, problematic to draw a direct causal link between access to education and

the expansion of global thinking (Hannum, & Buchmann, 2003). Much is reliant on the

context in which the education is offered couched as it is within the global economy,

within nations, within local communities, and within school systems, [and] social

structures (Hannum, & Buchmann, 2003, p. 22), all of which shape and constrain the

impact of education. While acknowledging these considerations, within the New

Zealand education context, there are strategies being applied to re-shape opportunities

for learning, while extending the capacity to think, such that anticipative global thinking

really informs education reform.

Skills required for global thinking include creative problem solving, cultural

responsiveness, and well-honed communication skills. Education practitioners already

play a central role in fostering global thinking, but it can be argued that the time is ripe

for a paradigm shift away from content to a greater focus on synergistic thinking and

lifelong learning skills. However, many education systems tend to encourage passive

learners who do not question, and for whom the ultimate goal is finding (and

remembering) the right answer. The approaches within these education systems have a

tendency to be reinforced by practitioner professional development, and as a result are

reiterated by teachers. Most readers, for example, are likely to have sat in a room

(physical or virtual) during a PLD session where a facilitator delivers a presentation

about innovative practice...while the audience passively listens and is not encouraged to

participate!

There are some initiatives underway, however, where education practitioner

professional development is being re-designed (Ham & Davey, 2008). Shifts towardcontextualised, personalised, self-paced learning, underpinned by the development of an


3/14

online professional social identity, are challenging notions of what Professional

Learning and Development (PLD) actually comprises. This challenge means that

change is not a simple process because it requires wider understandings around

expectations of what PLD shouldbe and what it shouldprovide (Stoll, 2004).

The Virtual PLD (VPLD) initiative was instigated in October 2009 by the New Zealand

Ministry of Education, who also funded the project. The VPLD model and approach

was piloted and evaluated in 2010 with ten teachers from the tertiary, secondary and

primary sectors. The findings from the pilot indicated that when professional learning

was situated within the practitioner's context, with complementary, easily-accessible

opportunities for sharing of practice within an online Community of Practice (CoP),

participants demonstrated high levels of engagement as well as changes in their own

teaching practice.

The VPLD programme was subsequently rolled out in 2011 with a total of twenty

teachers and school leaders (including eight participants who continued from 2010).

Participants for both 2010 and 2011 were from a variety of locations in New Zealand, as

well as a range of disciplines, and diverse backgrounds, ethnicities and cultures. This

paper presents some of the findings from the research conducted alongside the pilot and

the roll out.

Literature Review / Theoretical Framework

Educators such as Springer (1993) have studied global thinking in the context of

education institutions, and one way of considering the concept is as a system of

interrelated modes of thinking, such as creative, lateral, critical and logical (Bonser,

2004). These enable the perception of the world as a whole system, along with an

insight into the impact of human activities (Martin, 2010). In turn, these insights can

assist adaptation to new environments by developing more complex conceptual models

of the world (Beck, & Cowan , 1996). However, while there has been great progress in

the fields of neuroscience and educational psychology, it is still not known how humans

actually think.


4/14

It is hypothesised that the context in which knowledge and skill development occurs

affects how, or if, it is applied in other situations and settings (e.g. Lave, 1997). For

example, Carraher, Carraher, and Schliemann (1985) found that a trader could perform

complex calculations while trading on the street, but was not able to perform the same

calculations within a formal education setting. As such, it can be postulated that an

education practitioners professional knowledge is inextricable from their domains and

contexts (Cranefield, Yoong, & Huff, 2011), beliefs about learning and teaching

(Cranefield, Yoong, & Huff, 2011), interpretive frameworks (Richardson, & Placier,

2001), and routines and practices (Handal, 2004).

Contextualised PLD that recognises the sociocultural considerations of learning has

been reported to also have a positive impact on student learning, partly because there is

a direct connection between principles of effective teaching practices, recognition of

relevance and consequent adaptation of those practices to local circumstances

(Timperley, 2008). When PLD is situated educators are more likely to apply strategies

to address known issues around student learning in their specific learning community

(Timperley et al, 2007), while also actively engaging in the exploration, development

and application of conceptual frameworks that encourage consideration of their students

in a new light (Timperley et al, 2007).

Stoll (2004) suggests that PLD might take the form of participation in professional

learning communities and networks. Frequently referred to in formal education

contexts, CoPs - a theory developed in the latter half of the 1980s and in the 1990s by

Lave and Wenger, and since extended ( by e.g. Hildreth, Kimble, & Wright, 2000) -

encompass the notion of 'situated learning' whereby practitioners construct meanings

collectively in a community (Wenger, 1998). When CoPs are an integral part of PLD

they can provide formal and informal learning opportunities, as well as spaces for

practitioners to participate in conversations around learning and teaching and share

practices (Brown & Duguid, 2000).

Online CoPs build on the definition and practices of those developed face-to-face,

although they are necessarily distinguished by the fact that communication and

collaboration is via computer mediated communication (CMC). There is a wide range ofdefinitions for online CoPs, but most include notions of a group of people who, via a


5/14

common space on the Internet, engage in public discussions, interactions, and

information exchanges (Tilley, Hills, Bruce, & Meyers, 2006). Ashe and Bibi (2011)

suggest that these online spaces may provide the potential to create complementary

contexts for learning, whereby a member of an online CoP can build capability through

focused, purposeful, and immediately useful conversations, resources and support

(Flagg & Ayling, 2011, p. 387)all factors which can build toward reform.

Description of the VPLD programme

The VPLD programme has no formal 'content', accredited institution, or formal

assessment; rather the programme offers a customisable PLD experience (see diagram)

in which there are multiple ways to participate. The programme is of three years

duration; in the first two years education practitioners and leaders work on projects that

interest them, driven by their own investigation and based on the needs of their students

and school community. In the third year, participants focus on transitioning into a

mentor role, but can also choose to continue work on their original project. The PLD

itself is subsumed within the participant's function of being part of their own

school's/institution's community, rather than being the central focus as can happen with

more traditional approaches to PLD.

The VPLD programme has three main online spaces 1) the online CoP (Ning), 2) a

'sandpit' area and access to self-paced resources (Moodle), and 3) Adobe Connect (a

webconferencing tool that enables interactive synchronous communication). The VPLD

online CoP is an active space, with 120 members, which offers a safe environment to

discuss and challenge theories and views about pedagogy and practice - an aspect that

appears to be enhanced by the participants' eclectic combination of disciplines and

sectors. Social structures (including agreements about interactions, processes, norms,

and rules) are negotiated on an ongoing basis.

A variety of community building strategies are employed such as sending out a monthly

e-newsletter that highlights conversations and contributions in the online CoP, as well

as showcasing the work of community members and celebrating successes. There are

also all-community webconferencing sessions, either to mark, for example, the end ofthe year, or with a specific pedagogical and/or skills focus.
http://www.flickr.com/photos/24289877@N02/6148584095/sizes/o/in/set-72157619329716903/http://www.flickr.com/photos/24289877@N02/6148584095/sizes/o/in/set-72157619329716903/http://www.flickr.com/photos/24289877@N02/6148584095/sizes/o/in/set-72157619329716903/http://virtualicteltpd.ning.com/http://virtualicteltpd.ning.com/http://virtualicteltpd.ning.com/http://vpd.vln.school.nz/http://vpd.vln.school.nz/http://vpd.vln.school.nz/http://vpd.vln.school.nz/http://virtualicteltpd.ning.com/http://www.flickr.com/photos/24289877@N02/6148584095/sizes/o/in/set-72157619329716903/


6/14

Each participant is partnered with a mentor with whom they meet online, using Adobe

Connect or Skype, once a month for between forty-five to ninety minutes. Mentoring

strategies are customised to suit the needs of both the mentee and the mentor, and

during monthly meetings a variety of subjects are discussed including pedagogy, what

the participant has been working on with their students, and how their students have

reacted. The participant also identifies areas of support they need, and plans 'next steps'

and interim goals. Currently there are three mentors employed within the VPLD team.

An integrated model of virtual professional development that relies on learning and

working collaboratively is likely to be enhanced by a face-to-face meeting where

possible. In part this provides an opportunity to establish working relationships

(Milligan, 1999), and is especially useful as an aid to social cohesion, especially if

educators are unfamiliar with participating in an online community and/or via CMC.

As part of the VPLD 2010 trial there were two face-to-face meetings, whereas in 2011,

due to growing numbers and a reduced budget, there was only one.

Methodology

The VPLD programme has been underpinned by a research focus since its inception,

which performs an iterative feed-forward function as well as providing outcomes and

comparative longitudinal evaluation data. The main questions underpinning this study

included:

How does working with a mentor affect participants' opinions about their ownefficacy and teaching practice?

What are the observed effects on participants over the course of the VPLDprogramme?

What are participants' opinions about the effects of shifts in their teachingpractice on their students' achievement and engagement?

To explore the questions above, it was necessary to generate a rich, examinable body of

data that would permit an in-depth investigation into the design and facilitation of the

VPLD pilot initiative, including influential external factors. Data has been collectedfrom all areas of the VPLD online CoP, from project documents, recorded discussions


7/14

and notes from mentor meetings, and from Webinar sessions, as well as via three online

surveys per year in 2010 and 2011 (conducted in January, June, and

November/December).

The quantitative data collected from the surveys were exported into Excel,analysed and interpreted.

A qualitative approach was used to interpret the 1) open-ended surveyresponses, 2) activity in the VPLD online community spaces, and 3) the

Webinar recordings. Recurring words were noted as possible emergent themes

and used as codes. Comparative methods of analysis were used during coding

(Charmaz, 2008).

Surveys

An initial nine-item survey was administered in the January of 2010 and 2011 to collect

information around 1) where participants were positioned in the VPLD initiative with

regard to teaching / learning situation, philosophy and technical expertise; 2) to collect

feedback that would be used to inform similar initiatives; 3) to clarify how participants

planned to engage in the initiative; and 4) to gauge participants' commitment to

contributing collaboratively in the online community. A survey was also administered

in June 2010 and 2011. Designed with mainly open-ended questions, the survey was

aimed at gaining a fuller understanding of the experiences of the VPLD teachers during

the first six months of the implementation of the VPLD initiative, as well as gathering

feedback about the VPLD approach in general. A final survey was administered in early

December 2010 and 2011. The fifteen item survey was designed with mainly open-

ended questions, which aimed to record the opinions and experiences of the VPLD

teachers and school leaders, as well as encourage reflection around student engagement

and achievement of learning outcomes. Comments and suggestions for improvements

were invited in connection with the VPLD model design and implementation.

Results and discussion

Results suggest that participation in the VPLD programme supported educators in their

capacity to anticipateand enthusiastically participate in change. The educatorsdeveloped a sense of self-efficacy that motivated them to trial alternative approaches,


8/14

and to initiate iterative cycles of trial, error, and improvement. (We have had time to

try our ideas, to make our mistakes and to reflect upon our success, survey response,

2010). When things are not as successful as might have been hoped, a shared online

reflective blog post often elicited responses of empathy, suggestions of how frustrating

problems might be handled, and offers of help. One respondent also commented that:

Membership of the VPD community offers support and development

opportunities beyond the confines of each teacher's base school

environment and culture. For a teacher with ideas beyond the scope of

his/her staff experience, abilities or motivation, the support of peers

nationwide can provide the motivation and impetus necessary to effect

progress and positive development (survey response, 2010)

Participants also identified working with a mentor as a key aspect of developing new

concepts:

Having a mentor to share ideas with, use as a sounding board ... and even

from time to time vent frustration...is a key element of the VPLD. It gives

you an independent, completely understanding and knowledgeable

critical friend.... (survey response, 2011).

Sharing experiences within the intellectual construct of the VPLD community resulted

in gains in knowledge and skills (initially an integrative process where different types of

knowledge intersected). However, with further trialling, and development of their

identity as practitioners and contributing members of the VPLD community (Mayo, &

Macalister, 2004), the process proved transformative resulting in new synthesised forms

of knowledge (Graham, 2011).

The strengthening of identity and feeling of socially-mediated shared understandings

and experiences also helped lessen the sense of isolation, and strengthened resilience in

the face of change. As one participant wrote:

Sometimes you feel very isolated (e.g. I am the only French teacher in myschool) and you feel you are the only one doing what you do. Being part


9/14

of the VPLD made me realise that I am not alone and gave me the

opportunity to grow...as I could read what others were doing. This gave

me great ideas to try in my own class (end of year reflection, 2011).

A sense of re-invention and renewal was also expressed by participants:

What a difference a year makes. Prior to becoming a participant in the

VPLD I had been reflecting for a few years as to whether I even wanted

to continue in the teaching profession. I was tired of asking students to

copy this down and I was sometimes struggling to engage students as

participants in their learning instead of just passive recipients. My

reflections and my timely introduction to the VPLD started me down the

path of what if (end of year reflection, 2011).

There have been corresponding positive behaviours from students such as I see my

students bouncing into the classroom, and where before they might be packed up and

ready to go 10 minutes before the end of a lesson, now it's often tricky to get them to

stop working!! (end of year reflection, 2011). Students became co-constructors of

outcomes and facilitators of sessions, as well as more confident, engaged learners who

were empowered ...to learn on their own terms (Survey response, 2011).

I think that I as a teacher [I] am now obsolete but my role as a facilitator

is primordial and very active. Because the students are now in charge of

their own learning, I am no longer at the front of the class. Instead I am

sitting among them and I can go around and help them. I actually now

have more time to spend with the kids to enhance their learning

(reflective post, 2011).

Communities take time to form, and might only have a few active contributors. At the

time of publication, 374 resources blog posts have been created (50% by CoP

facilitators), 49 discussion forums (75% created by CoP facilitators), 187 videos have

been shared (90% by CoP facilitators), and 190 comments have been posted (50% by

CoP facilitators). The data for 2010, however, paints a different picture. In February2010, for example, there were 5 blog posts, 4 of which were made by the community


10/14

facilitator, compared with 17 in February 2012, 6 of which were made by community

facilitators. In 2010, the maximum number of posts were 20 (September), 7 of which

were made by participants. It was indicated by 80% of the initial members that they had

not been members of an active online community before.

The data maps the gradual growth and maturation of the community, and the confidence

and skills of participants. Some participants immediately started to comment, post and

share, and others required time to process internally and become a part of the CoP.

Time and opportunities needed to be provided for participants to build an identity within

a newly formed group - as I have gotten to know people in the group I have become

less inhibited in contributing ideas (survey response, 2010).

Another tendency that has been designed into the VPLD model, and that builds on the

underpinning notion of anticipation, is the fostering of mentoring roles. Participants

have been encouraged to mentor colleagues where the inclination and requisite exists.

This has resulted in what the VPLD team has termed the ripple effect, with

participants working with up to one and two hundred colleagues each, either in a formal

or informal PLD capacity. Bandura (1963) asserted most learning is shaped by our

experiences and we are likely to imitate, and in part, replicate what we have participated

in; in the words of the oft used clich is 'we teach as we have been taught'. The

implications of this is that VPLD participants - given their immersion into a learning

experience that recognises their individual, political, social, economic and personal

drivers, while also embracing them in a community of practice - when working with

colleagues are likely to replicate these experiences, at least in part. This tendency in

turn may well have a significant impact on leadership and practice, as well as perhaps

policy and the shape of education (including teacher education) in future years.

Conclusion

This paper has illustrated some of the dynamics and possible results of participating in

the VPLD programme and presented findings from the associated research study.

Findings suggest that the immersive design of the VPLD programme offers

opportunities for meaningful participation in local, national and global educationcommunities, while also developing their thinking, learning and emotional skills.


11/14

Educators, while working socially with other supportive education professionals

(re)develop their practice (Lave, & Wenger, 1991), as well as build their capacity to

cope with change, to consider and plan future scenarios, and to consider the

consequences of action or inaction.

Community and practice were found to be of equal importance in the reshaping of

professional identity and knowledge, but for different reasons. The community provided

the forum to ask advice, as well as for robust, healthy conversations about theory,

ethics, and practice (Hung, & Chen, 2001), alongside offers of resources and knowledge

/ practical assistance; the situated practice (which included reflection and personal

inquiry) provided opportunities to talk with colleagues, seek feedback from students,

and to tweak their approaches. There have also been opportunities for collaborative and

creative problem solving, and to hone skills for communication and cultural

responsiveness. The resulting reshaping of roles appears to have supported a paradigm

shift away from content to a greater focus on synergistic thinking and to have had an

impact on learner engagement as well as motivation, especially where artefacts

produced were accessed and critiqued by their peers and community.

While the design of the VPLD programme might not change the world, it is already

building the resilience, confidence, and professional identity of those who are

participating, such that they are facilitating education experiences where learners of all

ages are inspired to unpack ideas such as social justice, conflict resolution and

sustainable development. As such, arguably, this enhances the potential of these

educators and leaders to take action, and to contribute to future reforms that will, in

turn, ensure that education is designed to promote participation, anticipation, and global

thinking.

Acknowledgements

The Virtual PLD (VPLD) initiative was instigated in October 2009 by the eLearning

Division at the NZ Ministry of Education, who also funded the project. The initial

concept was conceived and developed by Eddie Reisch (Senior Analyst MoE) in

consultation with ePrincipals Carolyn Bennett (FarNet), Trevor Storr (AorakiNet), Ken

Pullar (OtagoNet), as well as Robin Ohia (eLeader, Te Kahui Kura ki Aotea), HelenCooper (Senior Analyst MoE), Merryn Dunmill (Arts Online/Itinerant Music).


12/14

References

Ashe, D., & Bibi, S. (2011). Unpacking TPACK and students' approaches to learning:

Applying knowledge in pieces to Higher Education teaching and learning. In G.

Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing

Directions. Proceedings ascilite Hobart 2011 (pp. 128-132). Hobart Ascilite.

Beck, D, & Cowan, C. (1996). Spiral Dynamics: Mastering Values, Leadership, and

Change, Oxford: Blackwell Publishers.

Bandura, A. (1963). The Role of Imitation in Personality Development.Journal of

Nursery Education, 18(3), 207-215.

Bonser, M. (2004). Global Thinking Development of High School Students in the

Integration Process of Curricular and Extracurricular Education. Unpublished Doctoral

Dissertation, State University of Advanced Teacher Education in St.Petersburg, Russia.

Brown, J. S., & Duguid, P. (2000). The social life of information. Cambridge, MA:

Harvard Business School Press.

Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the

streets and in schools.British Journal of Developmental Psychology, 3(1), 21-29.

Cranefield, J., Yoong, P., & Huff, S. (2011). Driving change through online brokering

practices in an online community ecosystem Proceedings of PACIS 2011 (pp. 1-13).

Brisbane: Queensland University of Technology.

Flagg, E., & Ayling, D. (2011). Teacher engagement in a Web 2.0 world: Developing

your online teaching and learning Community of Practice. In G. Williams, P. Statham,

N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings

ascilite Hobart 2011 (pp. 386-391). Hobart Ascilite.

Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern

languages and design practice. Australasian Journal of Educational Technology, 21(1),

82-101.

Graham, C. R. (2011). Theoretical considerations for understanding technological

pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.

Ham, V., & Davey, R. (2008). Its all about paying attention! - But paying attention

to what? Lessons learned about mentoring the self-studies of colleagues Proceedings of

the Seventh International Conference on Self-study in Teacher Education Practices.Herstmonceux Castle, East Sussex, U.K: S-STEP.


13/14

Handal, B. (2004). Teachers' Instructional Beliefs about Integrating Educational

Technology. E-Journal of Instructional Science and Technology, 17(1), 1-10.

Hannum, E., Buchmann, C. (2003). Consequences of global education expansion:

Social Science perspectives. Cambridge, MA: American Academy of Arts and Sciences.

Hildreth, P., Kimble, C., & Wright P. (2000). Communities of practice in the distributed

international environment.Journal of Knowledge Management, 4(1), 27-38.

Hung, D. W. L., & Chen, D. (2001). Situated Cognition, Vygotskian Thought and

Learning from the Communities of Practice Perspective: Implications for the Design of

Web-Based E-Learning. Educational Media International, 38(1), 3-12.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.

Cambridge: Cambridge University Press.

Martin, M. (2010, November). Providing Curriculum that Merges Global Education,

Sustainability Education, and Learning Projects. Paper presented at the 2010 Global

Education Conference.

Mayo, E., & Macalister (2004, March). Communities of learners: students learning

while practising their skills. Paper presented at the Annual conference of the New

Zealand Association for Cooperative Education.

Milligan, C. (1999). Delivering Staff and Professional Development Using Virtual

Learning Environments Edinburgh: Heriot-Watt University.

Ministry of Education New Zealand (2010). Statement of intent 2010 - 2015. Retrieved

from

http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/2010StatementOfIntent

.pdf

Owen, H. (2011). Facilitating online communities of practice as an integral part of

effective professional learning. In J. Mackey, N. Dabner, N. Davis & J. Johnson (Eds.),

Proceedings of ULearn 2011 Research Stream, 18 21 October 2011, Rotorua (pp. 64-

73). Christchurch: University of Canterbury, School of Literacies and Arts in Education.

Richardson, V., & Placier, P. (2001). Teacher Change. In V. Richardson (Ed.),

Handbook of Research on Teaching (4th ed., pp. 905-947). Washington, DC: American

Educational Research Association.

Shea, P., Pickett, A., & Li, C. (2005). Increasing access to Higher Education: A study of

the diffusion of online teaching among 913 college faculty. The International Review of

Research in Open and Distance Learning, 6(2), 1-8.
http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/2010StatementOfIntent.pdfhttp://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/2010StatementOfIntent.pdfhttp://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/2010StatementOfIntent.pdfhttp://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/2010StatementOfIntent.pdfhttp://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/2010StatementOfIntent.pdf


14/14

Shea, P., Pickett, A., & Pelz, W. (2004). Enhancing student satisfaction through faculty

development: The importance of teaching presence. In J. Bourne & J. Moore (Eds.),

Elements of quality online education: Into the mainstream - Volume 5 in the Sloan-C

Series (pp. 39-59). Needham, MA: Sloan Center for Online Education.

Springer, J. L. (1993). A Principal's perspective of the global thinking project at

Dunwoody High School: Implications for administrators. Unpublished Doctoral

Dissertation, The Union Institute and University, Cincinnati, Ohio.

Stoll, L. (2004). Developing professional learning communities: Messages for learning

networks. Retrieved from

http://plcwashington.org/cms/lib3/WA07001774/Centricity/Domain/42/developing-

PLCs.pdf

Tilley, C., Bruce, C., Hallam, G., & Hills, A. (2006). A model for a successful virtual

community for people with long-term, severe, physical disabilities.International

Research: An international electronic journal, 11(4), NP.

Timperley, H. (2008). Teacher professional learning and development. Educational

Practice. Series - 18 International Academy of Education & International Bureau of

Education Paris. UNESCO. Retrieved from

http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/E

dPractices_18.pdf

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning

and development. Best Evidence Synthesis Iteration [BES]. Retrieved from

http://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESe

ntire.pdf

United Nations Educational, Scientific and Cultural Organization (UNESCO).2002.

Global Campaign for Education Briefing Paper for the Johannesburg World Summit,

2002. Retrieved from

http://www.unesco.org/education/efa/news_en/26.08.02_globalcampaign.shtml.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity.

Cambridge: Cambridge University Press.

Wenger, E., White, N., & Smith, J. (2009).Digital habitats: Stewarding technology for

communities. Portland, OR: CPsquare.
http://plcwashington.org/cms/lib3/WA07001774/Centricity/Domain/42/developing-PLCs.pdfhttp://plcwashington.org/cms/lib3/WA07001774/Centricity/Domain/42/developing-PLCs.pdfhttp://plcwashington.org/cms/lib3/WA07001774/Centricity/Domain/42/developing-PLCs.pdfhttp://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdfhttp://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdfhttp://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdfhttp://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentire.pdfhttp://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentire.pdfhttp://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentire.pdfhttp://www.unesco.org/education/efa/news_en/26.08.02_globalcampaign.shtmlhttp://www.unesco.org/education/efa/news_en/26.08.02_globalcampaign.shtmlhttp://www.unesco.org/education/efa/news_en/26.08.02_globalcampaign.shtmlhttp://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentire.pdfhttp://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentire.pdfhttp://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdfhttp://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdfhttp://plcwashington.org/cms/lib3/WA07001774/Centricity/Domain/42/developing-PLCs.pdfhttp://plcwashington.org/cms/lib3/WA07001774/Centricity/Domain/42/developing-PLCs.pdf

Documents

Anticipating the future, participating in change: A paradigm shift for professional development