Sharing Expertise Gained From Online Self-Directed Professional Development: One Teacher's Journey From Classroom Teacher to Teacher Leader

Sharing Expertise Gained From Online Self-Directed Professional Development: One Teacher's Journey From Classroom Teacher to Teacher Leader

Rosanne L. Kurstedt (Educational Consultant and Adjunct Professor, USA) and Adam Pizzi (Westfield High School, USA)
DOI: 10.4018/978-1-5225-3417-4.ch106
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Abstract

Evidence suggests that increasing numbers of teachers are initiating their own professional development through online channels, including social media, blogs, and websites. While research indicates that online self-directed professional development impacts teachers' classroom practice, it provides limited information about whether and how teachers share their learning with colleagues. This chapter examines one teacher's experiences engaging in online self-directed professional development, first as a teacher, and then in the new district role of Master Technology Teacher. The study found that, without the formal position, few mechanisms existed for him to share his learning. However, once formal mechanisms existed through his position as MTT, he was able to effectively share and impact teaching. The study reveals that his actions fell into three categories: reflection on practice, acquisition of knowledge, and distribution of knowledge, from which a teacher leadership cycle was constructed. The study also addresses the contextual factors that impacted his effectiveness.
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Background

Prevailing professional development practices, teacher leadership, school culture, and teaching and learning models ground the chapter.

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