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Educators’ perspectives on the impact of Edcamp unconference professional learning
ARTICLE

, Elon University, United States ; , Lenoir Rhyne University, United States

TATE Volume 73, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews (N=105). Participants overwhelmingly reported that Edcamp experiences caused changes in their practices and in student learning. The impacts of Edcamps were often described in terms of student engagement, experiences, and dispositions, rather than traditional measures of achievement such as test scores. Participants experienced various obstacles and supports as they utilized what they had learned at Edcamps. Considering these results, the Edcamp model and its implications for other forms of teacher learning are discussed.

Citation

Carpenter, J.P. & Linton, J.N. (2018). Educators’ perspectives on the impact of Edcamp unconference professional learning. Teaching and Teacher Education: An International Journal of Research and Studies, 73(1), 56-69. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.03.014

Keywords