<p> The purpose of this study was to assess the nature of participation in a hybrid Community of Practice; exploring how teacher efficacy influenced participation; and how participation impacted both technology teacher leadership and technology integration practice. The researcher addressed the following research questions: <i>What is the nature and frequency of the activities and interactions evidenced by participation in a hybrid CoP? What types of knowledge capital were found in a hybrid CoP? Does teacher efficacy influence participation in the online component of a hybrid CoP? How does participation in a hybrid CoP impact teachers’ technology integration and the development of their technology leadership ability?</i> Participants included 31 teachers enrolled in an Innovative Teacher Leaders (ITL) program. The researcher implemented a mixed methods comparative case study, collecting data via participant observations, monthly self-reports, and semi-structured interviews. A survey instrument was administered to collect data on Teacher Efficacy and Teacher Leadership. Frequency data were collected based on interaction logs and face-to-face training observations of the CoP. Findings of this study pointed to the need for time to practice, implementation support, and peer coaching/discourse as necessary factors for successful professional development. Participation in this hybrid CoP was found to have a positive impact on teacher technology integration and technology leadership ability.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10629019 |
| Date | 22 July 2017 |
| Creators | Williams, Maryshannon |
| Publisher | University of Missouri - Columbia |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0021 seconds