Affiliation:
1. Auburn University, USA
2. Indiana University, USA
Abstract
The purpose of this chapter is to discuss the findings of a research study analyzing knowledge and emotional sharing in a self-generated online teacher community. Although active informal learning occurs in online communities of teachers, scant information is available about the knowledge and emotions teachers share in these communities. The authors conducted a content analysis of 1,709 entries in a self-generated blog community and examined the types of activities teachers were engaged in. The data revealed that over 29% of entries were related to lesson plans or teaching resources. In addition, over 17% of the postings addressed teachers’ positive or negative emotions. The authors argue that teacher participation in online communities should be promoted and encouraged since online communities help teachers with informal learning and emotional sharing.
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