Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2259
Title: Investigating Emergent Dynamics to Understand Interactions in Small Professional Development Groups
Authors: Yoon, Susan
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Yoon, S. (2012). Investigating Emergent Dynamics to Understand Interactions in Small Professional Development Groups. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 167-171). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: In this study a dynamic systems approach and analyses is used to identify dynamics that constrained the collaboration of a group of teachers to complete a reform-oriented curriculum task in a professional development setting. A central goal was to identify challenges to achieving emic or self-organized structure necessary for sustaining innovative educational programs. The study found that a local social and emotional dynamic influenced the emergence of a strong global dynamic of social support that ultimately produced the contextual outcome of low productivity. The paper asserts that teachers need intentional training to gain skills for working autonomously. Helping teachers become aware of the dynamics needed for successful collaboration would assist in achieving self-organized participation. An important contribution of this study is the application of a dynamic systems lens, which enabled the location of levels of micro and macroscopic influences that can be used to inform future professional development activities.
URI: https://doi.dx.org/10.22318/icls2012.2.167
https://repository.isls.org//handle/1/2259
Appears in Collections:ICLS 2012

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