Abstract
This article illustrates
how through participation in virtual communities, teachers can
progress in making sense of their practice of working with online
technologies. These communities are described as reflective of
a creative-interpretive and socio-constructivist approach to teachers'
professional development. The article reports on a study in which
teachers came together as a community to engage in collaborative,
reflective practice through participation in an online discussion.
Excerpts from the discussion highlight how teachers make sense
of their practices by viewing problems from multiple perspectives
and contexts and by adapting and reorganizing existing conceptions
of their practices in the light of new experiences.
Copyright © AJER, the Faculty of Education, and the University
of Alberta, 2003.
Last revised: May 6, 2003.
Designed by G.H. Buck