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Journal article

Performance, structure and ideal identity: reconceptualising teachers' engagement in online social spaces

Abstract:

In recent years, teachers have turned to online social spaces for peer-to-peer interaction in increasing numbers. This online engagement has been highlighted by both practitioners and academics as having important implications for teachers' professional learning and development. However, there is a need to move beyond instrumental discourses that simply discuss engagement and technology in terms of costs and benefits, and analyse the complex social contexts in which engagement takes place. Th...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1111/bjet.12551

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
Publisher:
Wiley
Journal:
British Journal of Educational Technology More from this journal
Volume:
49
Issue:
3
Pages:
439-450
Publication date:
2017-03-06
Acceptance date:
2017-02-08
DOI:
EISSN:
1467-8535
ISSN:
0007-1013
Pubs id:
pubs:683957
UUID:
uuid:e7e11197-8b1a-433f-b244-136595280270
Local pid:
pubs:683957
Source identifiers:
683957
Deposit date:
2017-03-03

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