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A Critical Review of the Literature on Electronic Networks as Reflective Discourse Communities for Inservice Teachers

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Abstract

Over the past two decades, computer mediated communication (CMC) technologies have been used in a variety of efforts aimed at fostering teacher learning and teacher collaboration. This study is an attempt to closely examine the literature on the use of electronic networks for creating reflective teacher communities. We found that many teacher networks pursued the goal of building learning and reflective communities for teachers. Much was expected out of electronic teacher networks both as a practical solution to the stubborn problems in teacher professional development and as a new agent to create what is difficult to realize in face-to-face situations. However, we found a general lack of rigorous research on these networks. Little is known about the effectiveness of these networks on teacher learning. Few seriously examined to what degree the networks indeed were “communities” that promote “reflective discourses.”

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Authors and Affiliations

  1. CIERA, College of Education, Michigan State University, 346 Erickson Hall, East Lansing, MI, 48824, USA

    Yong Zhao

  2. CIERA, College of Education, Michigan State University, 346 Erickson Hall, East Lansing, MI, 48824, USA

    Sheri Rop

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  1. Yong Zhao
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  2. Sheri Rop
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Zhao, Y., Rop, S. A Critical Review of the Literature on Electronic Networks as Reflective Discourse Communities for Inservice Teachers. Education and Information Technologies 6, 81–94 (2001). https://doi.org/10.1023/A:1012363715212

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