Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy

Huei Tse Hou; Yao Ting Sung; Kuo En Chang

doi:10.1016/j.tate.2008.07.006

Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy

Huei Tse Hou, Yao Ting Sung, Kuo En Chang^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

97 Citations (Scopus)

Abstract

The sharing of teaching-related knowledge may help teachers solve a variety of problems that they face, and the appropriate use of online knowledge-sharing activities is expected to assist teachers' knowledge-sharing. This study proposed an online knowledge-sharing discussion activity, integrated with a problem-solving strategy for teachers. Empirical observations are noted. The participants were 495 teachers, and quantitative content analysis, sequential analysis, and qualitative original protocol analysis were used to explore the content and patterns of teachers' discussion behavior. The study identified influences on and limitations of knowledge-sharing in the activity, from which suggestions were generated to be proposed to teacher educators.

Original language	English
Pages (from-to)	101-108
Number of pages	8
Journal	Teaching and Teacher Education
Volume	25
Issue number	1
DOIs	https://doi.org/10.1016/j.tate.2008.07.006
Publication status	Published - 2009 Jan

Keywords

Knowledge-sharing
Learning strategies
Problem-solving
Professional development
Teacher education

ASJC Scopus subject areas

Education

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10.1016/j.tate.2008.07.006

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AB - The sharing of teaching-related knowledge may help teachers solve a variety of problems that they face, and the appropriate use of online knowledge-sharing activities is expected to assist teachers' knowledge-sharing. This study proposed an online knowledge-sharing discussion activity, integrated with a problem-solving strategy for teachers. Empirical observations are noted. The participants were 495 teachers, and quantitative content analysis, sequential analysis, and qualitative original protocol analysis were used to explore the content and patterns of teachers' discussion behavior. The study identified influences on and limitations of knowledge-sharing in the activity, from which suggestions were generated to be proposed to teacher educators.

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Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy

Abstract

Keywords

ASJC Scopus subject areas

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