1 |
Seo, K. H. (2010). Teacher Community's Practical Knowledge. The Journal of Korean Teacher Education, 27(1), 121-148.
DOI
|
2 |
Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247.
|
3 |
Deng, L., & Yuen, A. H. (2011). Towards a framework for educational affordances of blogs. Computers & education, 56(2), 441-451.
DOI
|
4 |
Du, H. S., & Wagner, C. (2006). Weblog success: Exploring the role of technology. International Journal of Human-Computer Studies, 64(9), 789-798.
DOI
|
5 |
Elbaz, F. (1981). The teacher's "practical knowledge": Report of a case study. Curriculum inquiry, 11(1), 43-71.
DOI
|
6 |
Grimmett, P. P., & Mackinnon, A. M. (1992). Craft knowledge and the education of teachers. Review of research in education, 18, 385-456.
DOI
|
7 |
Hou, H. T., Chang, K. E., & Sung, Y. T. (2010). What kinds of knowledge do teachers share on blogs? A quantitative content analysis of teachers' knowledge sharing on blogs. British Journal of Educational Technology, 41(6), 963-967.
DOI
|
8 |
Lee, Y. J. (2018). The influence of structured guidance on pre-service teachers' blog writing. Australasian Journal of Educational Technology, 34(3). 30-38.
|
9 |
Lai, H. M., & Chen, C. P. (2011). Factors influencing secondary school teachers' adoption of teaching blogs. Computers & Education, 56(4), 948-960.
DOI
|
10 |
Luehmann, A. L., & Tinelli, L. (2008). Teacher professional identity development with social networking technologies: learning reform through blogging. Educational Media International, 45(4), 323-333.
DOI
|
11 |
Prestridge, S. (2019). Categorising teachers' use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143-158.
DOI
|
12 |
Son, S. H. (2014). Practical Knowledge Exploration of SNS-Based Teacher Communities: The Case study of a Facebook group of the central leading teachers of smart education. The Journal of Korean Teacher Education, 31(2), 181-201.
DOI
|
13 |
Price, E., Lau, A. C., Goldberg, F., Turpen, C., Smith, P. S., Dancy, M., & Robinson, S. (2021). Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum. International journal of STEM education, 8(1), 1-26.
DOI
|
14 |
Sim, J. W. S., & Hew, K. F. (2010). The use of weblogs in higher education settings: A review of empirical research. Educational Research Review, 5(2), 151-163.
DOI
|
15 |
Sim, H. A., & Kim, K. Y. (2013). The effect of teaching portfolio activities on the early childhood pre-service teachers' awareness of instructional design and teaching efficacy. The Korea educational review, 19(1), 227-251.
|
16 |
Tajeddin, Z., & Aghababazadeh, Y. (2018). Blog-mediated reflection for professional development: Exploring themes and criticality of L2 teachers' reflective practice. TESL Canada Journal, 35(2), 26-50.
DOI
|
17 |
Jung, J. W., & Kim, M. R. (2010). The effects of Blog Use on Learners' Perception about Regulation of Cognition in a College Course. Journal of Educational Technology, 26(4), 27-42.
DOI
|
18 |
Killeavy, M., & Moloney, A. (2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26(4), 1070-1076.
DOI
|
19 |
Kim, M. J. (2015). The Effects of Open Teaching Portfolio and Participation Activity on Preservice Teachers' Portflolio Composition and Instructional Design Expertise. The Journal of Learner-Centered Curriculum and Instruction, 15(11), 267-288.
|
20 |
Kim, Y. H., & Kim, Y. J. (2016). 4th Social Network Analysis. Pakyoungsa.
|
21 |
Burt, R. S. (1978). Cohesion versus structural equivalence as a basis for network subgroups. Sociological Methods & Research, 7(2), 189-212.
DOI
|
22 |
Lee, S. S. (2012). Network Analysis Methods. Nonhyung.
|
23 |
Brandon, B. (2003). Using RSS and weblogs for e-learning: An Overview. The Elearning Developer's Journal, 12(2), 1-9.
|
24 |
Cavnar, W. B., & Trenkle, J. M. (1994, April). N-gram-based text categorization. In Proceedings of SDAIR-94, 3rd annual symposium on document analysis and information retrieval (Vol. 161175).
|
25 |
Chan-Olmsted, S. M., Cho, M., & Lee, S. (2013). User perceptions of social media: A comparative study of perceived characteristics and user profiles by social media. Online journal of communication and media technologies, 3(4), 149-178.
|
26 |
Chu, S. K., Ravana, S. D., Mok, S. S., & Chan, R. C. (2019). Behavior, perceptions and learning experience of undergraduates using social technologies during internship. Educational Technology Research and Development, 67(4), 881-906.
DOI
|
27 |
Chen, H. L., Fan, H. L., & Tsai, C. C. (2014). The role of community trust and altruism in knowledge sharing: An investigation of a virtual community of teacher professionals. Journal of Educational Technology & Society, 17(3), 168-179.
|
28 |
Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers' classroom images. Curriculum inquiry, 15(4), 361-385.
DOI
|
29 |
Dudley, D., & Baxter, D. (2013). Metacognitive analysis of pre-service teacher conception of Teaching Games for Understanding (TGfU) using blogs. Asia-Pacific Journal of Teacher Education, 41(2), 186-196.
DOI
|
30 |
Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. Teachers College Press.
|
31 |
Lee, Y. J. (2016). An Analysis of Trends on Technology Use for Improving Teaching Professionalism. The Journal of Korean Teacher Education, 33(4), 23-43.
DOI
|
32 |
Luehmann, A. L. (2008). Using Blogging in Support of Teacher Professional Identity Development: A Case Study. Journal of the Learning Sciences, 17(3), 287-337.
DOI
|
33 |
Rybakova, K., & Witte, S. (2019). Academic bloggers, commenters, lurkers and non-bloggers: how and why in-service English teachers blog. Technology, Pedagogy and Education, 28(5), 575-588.
DOI
|
34 |
Borgatti, S. P., Everett, M. G., & Freeman, L. C. (2002). Ucinet for Windows: Software for social network analysis. Analytic Technologies.
|
35 |
Ramos, J. (2003, December). Using tf-idf to determine word relevance in document queries. In Proceedings of the first instructional conference on machine learning (Vol. 242, No. 1, pp. 29-48).
|
36 |
Snyder, D., & Kick, E. L. (1979). Structural position in the world system and economic growth, 1955-1970: A multiple-network analysis of transnational interactions. American journal of Sociology, 84(5), 1096-1126.
DOI
|
37 |
Martindale, T., & Wiley, D. (2005). Using weblogs in scholarship and teaching. Tech Trends, 49(2), 55-61.
DOI
|
38 |
Thohir, M. A., Jumadi, J., & Warsono, W. (2020). The Effect of Transformative Blog Pages to Solve Real-World Physics Problems. Journal of Turkish Science Education, 17(3), 406-419.
|
39 |
Kim, S. J., & Lee, Y. J. (2015). Explorations of Potentials of Tablets as a Tool for Supporting Teachers' Reflections on their Instructions. Korean Journal of Teacher Education, 31(4), 55-75.
DOI
|
40 |
Wang, Q., & Woo, H. L. (2008). The Affordances of Weblogs and Discussion Forums for Learning: A Comparative Analysis. Educational Technology, 48(5), 34-38.
|
41 |
Wopereis, I. G. J. H., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18(3), 245-261.
DOI
|
42 |
Ciampa, K., & Gallagher, T. L. (2015). Blogging to enhance in-service teachers' professional learning and development during collaborative inquiry. Educational Technology Research and Development, 63(6), 883-913.
DOI
|
43 |
Lundin, M., Lantz-Andersson, A., & Hillman, T. (2020). Teachers' Identity Work in a Professional Facebook Group. Journal of Information Technology Education, 19, 205-222.
DOI
|