Asynchronous Virtual Conversations as Professional Developmen ...

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  • Title: Asynchronous Virtual Conversations as Professional Development for In-Service History Teachers
  • Author(s): Cory Callahan
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Interdisciplinary Social Sciences
  • Journal Title: The International Journal of Interdisciplinary Educational Studies
  • Keywords: Digital Curriculum, Online Professional Development, Professional Teaching Knowledge
  • Volume: 12
  • Issue: 2
  • Year: 2017
  • ISSN: 2327-011X (Print)
  • ISSN: 2327-2570 (Online)
  • DOI: https://doi.org/10.18848/2327-011X/CGP/v12i02/27-42
  • Citation: Callahan, Cory. 2017. "Asynchronous Virtual Conversations as Professional Development for In-Service History Teachers." The International Journal of Interdisciplinary Educational Studies 12 (2): 27-42. doi:10.18848/2327-011X/CGP/v12i02/27-42.
  • Extent: 15 pages

Abstract

This paper advances a continuing line of inquiry into the potential of digital educative curriculum materials (ECMs) to support in-service teachers’ development of professional teaching knowledge (PTK). The ECMs featured here engaged middle-school history teachers in eight, mid-semester asynchronous virtual conversations as one component within a year-long professional development program. This qualitative, design-based research investigation asked: To what degree can asynchronous virtual conversations help history teachers create and share PTK? Throughout the online discourse, participants explored substantive pedagogical topics and responded notably to educative video-cases embedded within the ECMs. The asynchronous virtual conversations seemed to help teachers thoughtfully consider tenets of the promoted best-practice pedagogical approach (i.e., problem-based historical inquiry). Findings suggest two implications that concern future teacher-support efforts: discipline-specific online professional development may particularly benefit teachers with fewer firm connections to that discipline, and asynchronous virtual conversations hold potential to be educative complements to professional development programs.