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https://ptsldigital.ukm.my/jspui/handle/123456789/519524Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Thang Siew Ming, Prof. Dr. | - |
| dc.contributor.author | Puvaneswary A. Murigaiah | - |
| dc.date.accessioned | 2023-10-17T08:12:39Z | - |
| dc.date.available | 2023-10-17T08:12:39Z | - |
| dc.date.issued | 2012-09-10 | - |
| dc.identifier.other | ukmvital:76639 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/519524 | - |
| dc.description | This study sets out to develop online Communities of Practice (CoPs) among Smart school teachers in Malaysia through the online Continuing Professional Development system for teachers (eCPDelT) project. It focuses on the development process of online CoPs; that is, the extent of CoP development among teacher cohorts as well as the role of the CoP approach in teacher learning and professional growth. The social constructivism theory broadly shapes and guides the research while the Community of Practice (CoP) framework and the Community of Inquiry model underpin it. The study adopts the qualitative methodological approach framed by the action research strategy used in tracing the developmental process of the three subject-based teacher cohorts namely, Mathematics, Science and English. Collaborative action research (CAR) is found to be most appropriate as it is a teacher professional development strategy that involves teachers in making decisions on their own professional development. Teacher interviews, blog discussions and a questionnaire together with moderator online discussion posts were used to elicit data. During the course of the study, it was found that several issues inhibited the rate of teacher participation, prompting an investigation of these challenges which were mainly personal and school-based rather than project based. Despite these inhibitions, the presence of CoP dimensions, teacher learning and the potential of using the CoP approach as a professional development strategy are evident though to a small extent. It can thus be implied that the potentiality of the CoP approach for teachers can be harnessed if deep-seated socio-cultural factors that ensnare Malaysian education stakeholders, particularly teachers and school administrators, are acknowledged and duly addressed.,PhD | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | Developing online communities | - |
| dc.subject | Smart school teachers | - |
| dc.subject | Internet in education | - |
| dc.title | Developing online communities of practice among Malaysian smart school teachers | - |
| dc.type | theses | - |
| dc.format.pages | 283 | - |
| dc.identifier.callno | LB1044.87.P846 2012 tesis | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
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