Title

English teachers’ online participation as professional development: A narrative study

Document Type

Article

Publication Date

2015

Publication Source

English Education

Volume

47

Issue

4

Inclusive pages

347-378

Peer Reviewed

yes

Abstract

This article presents research from a qualitative study investigating five secondary English teachers’ experiences participating online (via blogs, microblogs, and social network sites) in exploration of teaching, learning, and literacy. With narratives from collected interview data, the authors conducted a thematic analysis to identify common patterns and a structural analysis to underscore the narrative content. Participants constructed narratives that revealed several themes, including those addressing shifts in their teaching practices, their sense of isolation, and their identities as writers. This study stands to support more nuanced understandings of teachers’ efforts to supplement their professional growth by creating new content on the Web and engaging in active dialogue online with distant colleagues.

Keywords

teacher education, online participation, professional development, English, narrative

Disciplines

Education | Other Teacher Education and Professional Development | Teacher Education and Professional Development

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