Clara, Marc and Kelly, Nick and Mauri, Teresa and Danaher, P. A. 
ORCID: https://orcid.org/0000-0002-2289-7774
(2017)
Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer.
Asia-Pacific Journal of Teacher Education, 45 (1).
pp. 86-98.
ISSN 1359-866X
Abstract
This paper explores the possibility that virtual communities of teachers with large numbers of members (referred to as massive communities of teachers) can offer support to novice teachers by means of collaborative reflection. The paper examines and conceptualises some problems found in professional massive communities and proposes that massification can dilute what some authors have called social presence or engagement. It is argued that this dilution, among other problems, very much hinders collaborative reflection among members of the community. Collaborative reflection is argued to be a crucial part of the support that novice teachers need in their first years in the profession. Therefore, a challenge is envisioned for massive communities of teachers to avoid the dilution of social presence or engagement. The authors argue that this dilution can be overcome by the use of multiple layers within a platform, referred to as fractal design.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to Published version, in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019) |
| Date Deposited: | 02 Jun 2016 06:08 |
| Last Modified: | 17 Nov 2020 23:03 |
| Uncontrolled Keywords: | collaborative reflection; fractal design; massive communities of teachers; novice teachers; teacher support; virtual communities of teachers; teacher knowledge; teacher emotion; reflection; digital technologies |
| Fields of Research (2008): | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development |
| Identification Number or DOI: | https://doi.org/10.1080/1359866X.2015.1095280 |
| URI: | http://eprints.usq.edu.au/id/eprint/28639 |
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