Designing and evaluation of the TeachConnect platform
Project Overview
This project is concerned with understanding the role that online learning networks can play in supporting teachers in their pathway into the profession. It involves the development of a novel online platform for teachers, TeachConnect and research into the design and evaluation of this platform.
The project is the product of a long-running partnership with the Queensland College of Teachers and focuses on helping early career teachers (those in their first five years) gain access to a supportive community and necessary resources to help with teacher registration and evidence to meet professional standards.
The first iteration of TeachConnect was launched by the Hon. Kate Jones, Queensland Minister for Education, on World Teachers’ Day in 2014. Since then the platform has won three Wharton Reimagine Education awards in 2017. The current phase of the project focuses on meeting the needs of teachers during registration. The next phase of the project will focus upon methodology for the formal evaluation of online platforms of teachers, underpinned by a significant body of research.
Project Outcomes
Publications
Reference Works
Kelly, N. (2019). Online Networks in Teacher Education. Oxford Research Encyclopedia of Education. Ed. [Online]
Book
Kelly N., Clara M., Kehrwald B. & Danaher P. (2016). Online Learning Networks for Pre-service and Early Career Teachers, Palgrave Pivot. [QUT ePrints]
Book Chapters
Kelly N., Kickbusch S., Hadley F., Andrews R., Wade-Leeuwen B., & O’Brien M. (In press). The praxis of online mentoring. In: Ambrosetti A., Rorrison D., Kriewaldt J., & Capeness R. (eds). Educating Teachers: Innovative Perspectives in Professional Experience. Springer.
Journal Articles
Kelly N., Cespedes M., Clarà M., & Danaher P.A (2019). Investigating the complex relationships between teacher education, early-career support, job satisfaction and intention to leave the profession. Australian Journal of Teacher Education. [Online]
Kelly N., Russell N., Kickbusch S., Barros A., Dawes L., & Rasmussen R. (2018). A network of preservice teachers for transition into the profession: TeachConnect as design-based research, Australasian Journal of Educational Technology. [Online]
Kelly N., Sim S., & Ireland M. (2018). Slipping through the cracks: Teachers that miss out on early career support, Asia-Pacific Journal of Teacher Education. [Online]
Merceica B., & Kelly N. (2018). Early career teacher peer support through private groups in social media, Asia-Pacific Journal of Teacher Education. [Online]
Kelly N., Bennett J.M., & Starasts A. (2017). Networked learning for agricultural extension: A framework for analysis and two cases, Journal of Agricultural Education and Extension. [Online] [Q2]
Kelly N. and Antonio A. (2016). Teacher peer support in social network sites, Teaching and Teacher Education, 56: 138-149 [QUT ePrints]
Clara M., Kelly N., Mauri T. & Danaher P. (2017). Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer, Asia-Pacific Journal of Teacher Education, 45(1), pp. 86-98 [QUT ePrints]
Kelly N. & Fogarty R. (2015). An integrated approach to attracting and retaining teachers in rural and remote areas, Journal of Economic and Social Policy: Special issue on Digital Rural Futures, 17(2), Article 1. [Online]
Kelly N., Reushle S., Chakrabarty S. & Kinnane A. (2014). Beginning teacher support in Australia: Towards an online community to augment current support, Australian Journal of Teacher Education 39(4), pp. 68-82. [Online]
Conference and media articles
Kelly, N. (2018). We must improve support for early career teachers. EducationHQ Australia. [Online]
Kelly N, Clara M. and Kickbusch S. (2015) How to develop an online community for pre-service and early career teachers, ASCILITE 2015, Perth. [QUT ePrints]
Kelly N. (2015) Online communities for teachers: What research says about their limits and potential. AARE Education Matters Blog. [Online]
Kelly, N. (2013). An opportunity to support beginning teachers in the transition from higher education into practice, Proceedings of ASCILITE 2013, Sydney. [USQ ePrints]
Chief Investigators
