Teacher Professional Knowledge Building Networks: Creating Opportunities for Teacher-Shared Knowledge Creation

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dc.contributor.advisorLock, Jennifer
dc.contributor.authorPerdue, Marcie Dawn
dc.contributor.committeememberSpencer, Brenda
dc.contributor.committeememberEaton, Sarah
dc.date2018-06
dc.date.accessioned2018-01-25T19:07:27Z
dc.date.available2018-01-25T19:07:27Z
dc.date.issued2018-01-11
dc.description.abstractThe purpose of this study is to explore the extent to which the development of a professional knowledge building network could increase the collective knowledge building and shared learning of teachers within one rural Alberta school division. The goal of this case study research is to examine the ways teachers share and build professional knowledge within a networked environment and identify specific inhibitors to knowledge building that may impact effective shared knowledge creation. A Conceptual Framework for the Creation of Shared Professional Knowledge was developed for this case study that provided a better understanding of knowledge building among teachers, as well as specific design features needed in a professional knowledge building network. Throughout this case study, different data sources such as questionnaires, semi-structured interviews, server log data, and card sorts provided a variety of personal perspectives and experiences with regards to professional knowledge creation shared among teachers. The findings from this study identified several Knowledge Building Inhibitors that impact the successful sharing and building of knowledge. This study also highlighted the importance of relational trust with regards to successful knowledge building and indicated that teacher expertise plays an important role in knowledge reciprocity. Overall, this research study provided a unique perspective with regards to effective teacher-shared knowledge creation within a knowledge building network.en_US
dc.identifier.citationPerdue, M. D. (2018). Teacher professional knowledge building networks: Creating opportunities for teacher-shared knowledge creation. (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/5414en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5414
dc.identifier.urihttp://hdl.handle.net/1880/106333
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectKnowledge Networks
dc.subjectKnowledge Building
dc.subjectTeacher Professional Development
dc.subjectTeacher Professional Learning
dc.subjectOnline Learning
dc.subject.classificationEducation--Administrationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Technologyen_US
dc.titleTeacher Professional Knowledge Building Networks: Creating Opportunities for Teacher-Shared Knowledge Creation
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
ucalgary.thesis.checklistI confirm that I have submitted all of the required forms to Faculty of Graduate Studies.en_US
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