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9781475869361

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This timely publication explores how a teacher community or collective can be created and sustained. The intersections of the group, community, and network are considered in terms of teacher interaction for learning and professional development. The book is separated into two parts, with the first part focusing on how practitioners can create and sustain a teacher collective while the second part presents concrete examples of the application of concepts, technologies, and prospects. This publication provides an intriguing insight into collective professional development praxis and critically engages with the concept of learning environments, especially within the context of collective-oriented technology. In a world where online presences are often focused on the individual, this refreshing take on the affordances of teacher collectives emphasizes the importance of humans as social beings.

This timely publication explores how a teacher community or collective can be created and sustained. The intersections of the group, community, and network are considered in terms of teacher interaction for learning and professional development. The book is separated into two parts, with the first part focusing on how practitioners can create and sustain a teacher collective while the second part presents concrete examples of the application of concepts, technologies, and prospects. This publication provides an intriguing insight into collective professional development praxis and critically engages with the concept of learning environments, especially within the context of collective-oriented technology. In a world where online presences are often focused on the individual, this refreshing take on the affordances of teacher collectives emphasizes the importance of humans as social beings. --Jako Olivier, Ph.D This timely publication explores how a teacher community or collective can be created and sustained. The intersections of the group, community, and network are considered in terms of teacher interaction for learning and professional development. The book is separated into two parts, with the first part focusing on how practitioners can create and sustain a teacher collective while the second part presents concrete examples of the application of concepts, technologies, and prospects. This publication provides an intriguing insight into collective professional development praxis and critically engages with the concept of learning environments, especially within the context of collective-oriented technology. In a world where online presences are often focused on the individual, this refreshing take on the affordances of teacher collectives emphasizes the importance of humans as social beings.

This timely publication explores how a teacher community or collective can be created and sustained. The intersections of the group, community, and network are considered in terms of teacher interaction for learning and professional development. The book is separated into two parts, with the first part focusing on how practitioners can create and sustain a teacher collective while the second part presents concrete examples of the application of concepts, technologies, and prospects. This publication provides an intriguing insight into collective professional development praxis and critically engages with the concept of learning environments, especially within the context of collective-oriented technology. In a world where online presences are often focused on the individual, this refreshing take on the affordances of teacher collectives emphasizes the importance of humans as social beings.--Jako Olivier, Ph.D

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Maria Antonietta Impedovo, Ph.D., is Associate Professor at ADEF Laboratory, Aix-Marseille University, France. Since 2014, she teaches at the School of Education (INSPE) at Aix-Marseille University, France. She held her Ph.D. about Educational technology in 2013. Her main research interests are identity, teacher agency, and teacher professional development. Since 2010, she has been actively participating in multiple national and international formative and research projects. She has written scientific papers in Italian, Spanish, French, and English. Associate Professor Karen Ferreira-Meyers is the Coordinator Linguistics and Modern Languages at the Institute of Distance Education in the University of Eswatini (Eswatini, Southern Africa). She is also a research fellow of the University of the Free State (South Africa). She holds four Master's degrees and a PhD in French and Francophone autofictional writing. She is a keen translator and interpreter. She publishes widely and regularly in various fields of research, among which the teaching and learning of languages; Open, Distance and e-Learning; online instruction and facilitation; autofiction and autobiography; crime and detective fiction; African literatures in European languages. Noriyuki Inoue, Ph.D. is a Professor at Faculty of Human Sciences, Waseda University in Japan. He specializes in educational psychology and educational research methods. His recent research projects include teacher expertise development, social-emotional learning, educational innovation, lesson study and action research methodology. He serves as a board member of the Japan Association of Research on Educator Transformation (JARET), and frequently serves as consultants and advisors for schools and organizations across the world.

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