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Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
Abstract
This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.
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