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Characterizing the Emergence of a Knowledge-Building Community in Online Mathematics Teacher Professional Development
International Conference of the Learning Sciences
One factor impacting the effectiveness of online teacher professional development is that teachers primarily share and compare ideas in their discussions. This study aimed to better understand the process by which a knowledge-building community of practice (CoP) emerges in an online mathematics teacher professional development course. We characterized the generativity of teachers' interactions and employed social network analysis to examine evolution in the pattern of these interactions. Wedblp:conf/icls/MatrangaDS20 fatcat:ghs6bxgdbbhxhjj6pdkanwp36y