Tag Archives: pre-service teacher

ATEA 2016 – What are beginning teachers looking for online?

A presentation from the Australian Teacher Education Association (Kelly & Kickbusch, 2016) about work we’ve been doing on online teacher support. In particular there is a useful reference list contained in the presentation of recent research from Australia in online teacher support.

What are beginning teachers looking for online? The TeachConnect story (and what can be learnt from it).

TeachConnect is a platform to support pre-service secondary maths and science teachers through their professional experience and into the profession. It has been developed over four years as a design-based research project and now has over 500 users across Queensland.

This presentation aims to share everything that we have discovered during this journey. It contributes a discussion of :

– The unrealised potential for online support for pre-service and early career teachers (to augment rather than replace existing support).

– The design principles for online communities of teachers that have been developed through analysis of existing platforms and multiple iterations of TeachConnect development with input from participants.

– The design of the engagement strategy for involving all stakeholders within the state education system, with a particular focus upon the development of the online group and peer mentoring program.

– Real-world impacts and discussion of future steps.

Finally, the presentation describes how the open-source platform could be used in other states. The work can be understood as a contribution to the vision of an online platform that is as useful as possible for pre-service and early career teachers. In summary, we believe this will continue to be achieved through: (i) widespread collaboration between universities, government and accreditation bodies; (ii) ongoing participant-led design and redesign; and (iii) convergence, for maximising benefits of a large community whilst retaining the benefits of enclosed spaces where deep reflection can occur.

  • Clarà, M., Kelly, N., Mauri, T., & Danaher, P. (2015). Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer. Asia-Pacific Journal of Teacher Education, 1-13.
  • Herrington, A., Herrington, J., Kervin, L., & Ferry, B. (2006). The design of an online community of practice for beginning teachers. Contemporary Issues in Technology and Teacher Education, 6(1), 120-132.
  • Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138-149.
  • Kelly, N., Clará, M., Kehrwald, B., & Danaher, P. (In press). Online Learning Networks for Pre-service and Early Career Teachers. UK: Palgrave Pivot.
  • Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence informed framework. Teaching and Teacher Education, 54, 77-87.
  • Prestridge, S. (2016). Conceptualising self-generating online teacher professional development. Technology, Pedagogy and Education, 1-20.
  • Redmond, P. (2015). Discipline specific online mentoring for secondary pre-service teachers. Computers & Education, 90, 95-104.
  • Sari, E., & Herrington, J. (2013). Using design-based research to investigate the design and development of an online community of practice for teacher professional development.