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Virtual communities of practice for ...

Gomez, Javier Gerardo.

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Virtual communities of practice for non-native K-12 Spanish educators as professional development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Virtual communities of practice for non-native K-12 Spanish educators as professional development./
Author:	Gomez, Javier Gerardo.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10102289
ISBN:	9781339660974

Virtual communities of practice for non-native K-12 Spanish educators as professional development.
Gomez, Javier Gerardo.

Virtual communities of practice for non-native K-12 Spanish educators as professional development. - 158 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2016.

Many world language and culture educators are non-native speakers of the language they teach. Although the current face-to-face professional development sessions do a good job in helping educators acquire technology tools to implement in their world language classrooms, professional development lacks in target language enrichment and providing ongoing collaboration among world language educators who are geographically dispersed. Additionally, the cost of attending state-wide, regional, and national world language professional development is very expensive and thus many world language educators cannot take part in these trainings. Consequently, many world language educators do not have the professional training they need to improve their teaching of language and culture.

ISBN: 9781339660974Subjects--Topical Terms:

517670
Educational technology.

Virtual communities of practice for non-native K-12 Spanish educators as professional development.
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100 1 $a Gomez, Javier Gerardo. $3 3187229
245 1 0 $a Virtual communities of practice for non-native K-12 Spanish educators as professional development.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Jonathan Beedle.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2016.
520 $a Many world language and culture educators are non-native speakers of the language they teach. Although the current face-to-face professional development sessions do a good job in helping educators acquire technology tools to implement in their world language classrooms, professional development lacks in target language enrichment and providing ongoing collaboration among world language educators who are geographically dispersed. Additionally, the cost of attending state-wide, regional, and national world language professional development is very expensive and thus many world language educators cannot take part in these trainings. Consequently, many world language educators do not have the professional training they need to improve their teaching of language and culture.
520 $a Because of the shortage of professional development opportunities for world language educators, the researcher created a virtual community of practice for non-native Spanish educators. This online community provided a platform for non-native educators from Mississippi and Iowa, where they accessed various technology tools tutorials created by the researcher and posted to the virtual community to show how they would use these technology tools in their Spanish classes. Participants also connected their teaching ideas to the American Council on the Teaching of Foreign Languages (ACTFL) guidelines. This virtual sharing of teaching with technology ideas aligned by the national standards created an ongoing professional relationship among Spanish educators from two different states.
520 $a The research study lasted seven weeks where there were two groups of participants: a Spanish group and an English group. The Spanish group communicated only in Spanish whereas the English group communicated in English. After the seven weeks of online collaboration, both the Spanish group's participants and the English group's participants showed an increase in the three areas of language acquisition: writing, speaking, and listening comprehension.
520 $a During and after the study, participants provided unsolicited comments about the virtual community of practice. In the participants' comments, educators mentioned that they would like to see more online professional development that is ongoing similar to this research study. Other participants also stated that they used their participation in the virtual community of practice study for teacher recertification and appraisal at their schools and districts.
520 $a Even after the study had ended, there were still some educators who posted work created with the technology tools and using the target language into the virtual community of practice for peer feedback.
590 $a School code: 0211.
650 4 $a Educational technology. $3 517670
650 4 $a Foreign language education. $3 3172512
650 4 $a Language. $3 643551
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710 2 $a The University of Southern Mississippi. $b Curriculum, Instruction, and Special Education. $3 3182311
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 0211
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10102289