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Educator perceptions of district-mandated Edcamp unconferences
ARTICLE

, Elon University, United States ; , Seven Oaks School Division, Canada

TATE Volume 75, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Edcamp unconferences are a non-traditional participant-driven form of educator professional learning. Although Edcamp participation has typically been voluntary, this mixed-methods paper presents participants' (N = 252) perceptions regarding their experiences at Edcamps run by their school districts and where their attendance was required. The majority of participants rated their Edcamp experiences positively. Many participants compared the content and format of their Edcamps favorably to the professional development available to them. Participants also offered feedback regarding how their Edcamp experiences could have been improved. We discuss these results and their implications for the Edcamp model and educator professional learning.

Citation

Carpenter, J.P. & MacFarlane, M.R. (2018). Educator perceptions of district-mandated Edcamp unconferences. Teaching and Teacher Education: An International Journal of Research and Studies, 75(1), 71-82. Elsevier Ltd. Retrieved December 6, 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.2018.06.002

Keywords