Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Using a Sociocultural Perspective to Establish Teaching and Social Presences Within a Hybrid Community of Mentor Teachers

Using a Sociocultural Perspective to Establish Teaching and Social Presences Within a Hybrid... Within the last decade, the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) has received increased attention in the field of online learning, yet little is known about applying key tenets of Community of Inquiry while leading a hybrid professional development initiative. This study describes how I established teaching and social presences within a 3-month community of practice comprising four educators and mentor teachers. I utilized a sociocultural perspective as I adapted concepts of teaching presence (Garrison et al., 2000) to continually reposition myself as a facilitator and caretaker. Challenges emerged as I negotiated decision making within virtual and physical learning domains. Evidence of these challenges and their relation to social presence are identified through qualitative analysis of written blogs, meeting transcripts, and journal entries. Implications for future research and practice include providing more defined roles and responsibilities for school–university liaisons that design and facilitate similar hybrid communities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Using a Sociocultural Perspective to Establish Teaching and Social Presences Within a Hybrid Community of Mentor Teachers

Adult Learning , Volume 24 (3): 9 – Aug 1, 2013

Loading next page...
 
/lp/sage/using-a-sociocultural-perspective-to-establish-teaching-and-social-A0tSq0aKoL

References (34)

Publisher
SAGE
Copyright
© 2013 The Author(s)
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/1045159513489112
Publisher site
See Article on Publisher Site

Abstract

Within the last decade, the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) has received increased attention in the field of online learning, yet little is known about applying key tenets of Community of Inquiry while leading a hybrid professional development initiative. This study describes how I established teaching and social presences within a 3-month community of practice comprising four educators and mentor teachers. I utilized a sociocultural perspective as I adapted concepts of teaching presence (Garrison et al., 2000) to continually reposition myself as a facilitator and caretaker. Challenges emerged as I negotiated decision making within virtual and physical learning domains. Evidence of these challenges and their relation to social presence are identified through qualitative analysis of written blogs, meeting transcripts, and journal entries. Implications for future research and practice include providing more defined roles and responsibilities for school–university liaisons that design and facilitate similar hybrid communities.

Journal

Adult LearningSAGE

Published: Aug 1, 2013

There are no references for this article.