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Telementoring and Virtual Professional Development: A Theoretical Perspective from Science on the Roles of Self-Efficacy, Teacher Learning, and Professional Learning Communities

Telementoring and Virtual Professional Development: A Theoretical Perspective from Science on the Roles of Self-Efficacy, Teacher Learning, and Professional Learning Communities

Matthew J. Maurer
Copyright: © 2011 |Pages: 20
ISBN13: 9781615208616|ISBN10: 1615208615|ISBN13 Softcover: 9781616923624|EISBN13: 9781615208623
DOI: 10.4018/978-1-61520-861-6.ch011
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MLA

Maurer, Matthew J. "Telementoring and Virtual Professional Development: A Theoretical Perspective from Science on the Roles of Self-Efficacy, Teacher Learning, and Professional Learning Communities." Telementoring in the K-12 Classroom: Online Communication Technologies for Learning, edited by Deborah A. Scigliano, IGI Global, 2011, pp. 186-205. https://doi.org/10.4018/978-1-61520-861-6.ch011

APA

Maurer, M. J. (2011). Telementoring and Virtual Professional Development: A Theoretical Perspective from Science on the Roles of Self-Efficacy, Teacher Learning, and Professional Learning Communities. In D. Scigliano (Ed.), Telementoring in the K-12 Classroom: Online Communication Technologies for Learning (pp. 186-205). IGI Global. https://doi.org/10.4018/978-1-61520-861-6.ch011

Chicago

Maurer, Matthew J. "Telementoring and Virtual Professional Development: A Theoretical Perspective from Science on the Roles of Self-Efficacy, Teacher Learning, and Professional Learning Communities." In Telementoring in the K-12 Classroom: Online Communication Technologies for Learning, edited by Deborah A. Scigliano, 186-205. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61520-861-6.ch011

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Abstract

In science, examining how teachers can effectively learn content and inquiry-based pedagogy can often be nothing short of an intellectual, cognitive, and motivational maze. Professional development (PD) programs constructed specifically to aid teacher learning may fall short of their goals due to the high background variability of the participants, especially when mixing novice and master-level teachers. Only through conscious reorganization of instructional approaches can PD programs effectively address specific content and pedagogical needs while concurrently aiding the transition from novice to master-level teachers. It is time for a shift in how PD providers think about how teachers learn. Utilizing a theoretical perspective from Science Education, this chapter will demonstrate the benefits of moving to more of a contextual-based discourse that is accomplished through a virtual telementoring-based professional learning community (PLC) in order to enhance content, pedagogy, leadership skills, and positively impact teaching self-efficacy.

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