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 August 8, 2024 from https://www.learntechlib.org/p/202757/.

Keywords

• In-service teacher education
• Open space technology
• professional development
• teacher autonomy
• teacher collaboration
• Teacher learning