Date of Conferral
2023
Degree
Ph.D.
School
Education
Advisor
Dr. Barbara Hunter
Abstract
Kindergarten through second grade (K–2) teachers have different experiences with support when teaching beginning reading. However, there is a problem with K–2 teachers having access to virtual collaboration to support beginning reading instruction. The purpose of this qualitative study was to understand the experiences and perceptions of K–2 teachers collaborating virtually on Google Platforms to support beginning reading instruction within a community of practice (CoP). The research questions were used to understand the interaction and accountability of K–2 teachers collaborating within a CoP. The conceptual framework was constructed from elements of CoPs and the social theory of learning because of social interaction and collaboration within a group. The research questions focused on the experiences and perceptions of k-2 teachers of beginning reading while collaborating using Google Platforms in a CoP. The basic qualitative study used convenience sampling with participant inclusion criteria of 3 years teaching beginning reading and experience with collaborating in Google Platforms. Data from the virtual, recorded interviews with the seven participants were coded using an open coding process which yielded categories, that were consolidated into three themes shared learning, accessibility, and professional achievement. The findings highlighted that continuous interaction and collaboration were the benefits of collaborating in a CoP using Google Platforms, which can influence the quality of instruction in beginning reading and reduce negative perceptions and experiences when teaching beginning reading. Social change may occur if the collaborative environment can assist with meeting teachers’ professional learning needs, which benefits the educational system.
Recommended Citation
Johnson, NaKaydria, "Kindergarten Through Second Grade Teachers’ Collaboration on Reading Instruction Through Virtual Communities of Practice" (2023). Walden Dissertations and Doctoral Studies. 14229.
https://scholarworks.waldenu.edu/dissertations/14229
