Technology-mediated reflection and peer-exchange: Supports for teacher professional development communities

Abstract

This design-based research study investigates the development of pedagogical content knowledge (PCK) among nine teacher-participants in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This paper offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson in relationship to their actions in the class. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection, and (2) peer-exchange. The findings presented in this paper focus on the impact of the peer exchange intervention, which was achieved through an online community, combined with face-to-face meetings. Results demonstrate a positive impact of such exchanges on the quality of teachers' lesson designs and enactments.