Harnessing technology to enable the flow of professional capital: exploring experiences of professional learning in rural Scotland-Reference-Cited by-同舟云学术

Harnessing technology to enable the flow of professional capital: exploring experiences of professional learning in rural Scotland

Published:2021-01-28 Issue:4 Volume:47 Page:651-666
ISSN:1941-5257
Container-title:Professional Development in Education
language:en
Short-container-title:Professional Development in Education

Author:

Coker Helen^ORCID

Funder

University of the Highlands and Islands

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19415257.2021.1876148

Reference44 articles.

1. Rural Location and Academic Success—Remarks on Research, Contextualisation and Methodology

2. Bagley, C. 2017. 'There is nowt for us here and nobody gives a shite' Ethnographic reflections on populism and a white working class rural community in north east England. ECER conference 2017 Copenhagen

3. ‘Knowledge leech’ to ‘part of the team’: students’ learning in rural communities of practice

4. The ‘digital natives’ debate: A critical review of the evidence

5. Responsibility and generativity in online learning communities

Cited by 7 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Professional learning and an emergent community of practice on the Scottish islands as viewed through Biesta’s educational domains;PRACTICE;2023-09-21

2. “Promoting participation through visual narrative inquiry to recreate teacher learning-practice”;Professional Development in Education;2023-03-21

3. Operating characteristics of the factor flow networks in rural areas: A case study of a typical industrial town in China;PLOS ONE;2023-03-16

4. Digital Technology for Inclusive Education: Reflecting on the Role of Teachers;Inclusion, Equity, Diversity, and Social Justice in Education;2023

5. Teacher Professional Development in Changing Circumstances: The Impact of COVID-19 on Schools’ Approaches to Professional Development;Education Sciences;2022-12-31