W1 Reading

Teacher Isolation-Loneliness in the Classroom

Gaikwad, S. and Brantley, P. (1992).  Teacher isolation – loneliness in the classroom.  Adventist Education, 14-16.

This article discusses three forms of isolation:

·           Egg-crate isolation – physical separation where the teacher has little contact with other teachers or professional.

·           Psychological isolation – state of mind

·          Adaptive isolation – teachers are unable to meet the demands of adapting to new teaching strategies.

Several suggestions were made about how to reduce teacher isolation.  One of them being collaboration among teachers in different states.

Why Teacher Networks (Can) Work

Niesz, T. (2007). Why teacher networks (can) work. Phi Delta Kappan, 88(8), 605-610. Retrieved from Academic Search Premier database.

This article defines teacher networks as “groups of teachers organized for purposes related to teacher learning, inquiry, support, and school improvement.”  It looked at Wenger’s model of communities of practice which are divided into four categories.

·          Community:  learning as belonging

·          Identity:  learning as becoming

·          Practice:  learning as doing

·          Meaning:  leaning as experience

Two interesting ideas or points are:

1.     How teacher networks can improve the school as a whole

2.     How teacher networks can be more effective than teacher development classes. 

Teacher Participation in Online Communities:  Why Do Teachers Want to Participate in Self-Generated Online Communities of K-12 Teachers?

Jung Won, H., & Brush, T. (2009). Teacher participation in online communities: why do teachers want to participate in self-generated online communities of K-12 teachers?. Journal of Research on Technology in Education, 41(3), 279-303. Retrieved from Business Source Premier database.

There are many studies on university and colleges online communities.  The authors of this study looked at three teacher developed online communities to examine their effectiveness.  The study found several reasons teachers participated in online communities, such as collectivism, personal gain, information seeking and emotion.  The study suggested that because of these reasons, teacher will continue to create and join online communities.