Search results for: Community of practice
Page 1/1 9 items
This study aimed to understand how a journal club, which is used in the science and medical fields to connect theory to practice, could be used in teacher education to reduce the theory–practice gap. The authors argue that the journal club incorporated the three characteristics of a community of practice: learning, meaning, and identity. As the participants presented, discussed, and tied the articles they chose to their practice, their initiative to make the journal club a site for learning grew (enterprise), they grew to respect and trust one another (mutuality), and they became more aware of how participation in the journal club helped them to improve their practice (repertoire).
Updated: Nov. 11, 2018
This study aimed to explore how a professional development cohort functions as a resource for new teacher support. The authors analyzed the data by using Wenger’s (1998) Communities of Practice social learning framework. The authors analyzed observation field notes of a single cohort which documented by the second author during one school year. The findings reveal three key insights for relating Wenger’s theory particularly to new and alternatively certified teachers in urban group induction experiences.
Updated: Sep. 12, 2012
“I Speak Prose and I Now Know It.” Personal Development Trajectories among Teacher Educators in a Professional Development Community
The current study investigates trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. All teachers followed the same four staged trajectory though individuals were located at different points on the path.
Updated: Jul. 30, 2012
‘Without Stones There Is No Arch’: A Study of Professional Development of Teacher Educators as a Team
This work is based on the authors’ experience as teacher educators in the Active Collaborative Education (ACE) teacher education program in College of Education, Israel. The authors study the meaning of professional development as a participative process within a community of practice. The study is based on personal career stories, each told by its author, but once told becoming a chapter in the group’s story, to be further analyzed and interpreted by its members. This process revealed four themes that contribute to professional learning experiences constructed within the context of being in the team: group diversity, interwoven work, the novice stance and collaborative research.
Updated: Apr. 07, 2010
Teaching for Social Justice: Exploring the Development of Student Agency through Participation in the Literacy Practices of A Mathematics Classroom
This paper investigates written descriptions provided by students as they participate in a Year 7 mathematics classroom community of practice. Student descriptions are analyzed in terms of student participation in the literacy practices of their mathematics classroom and in terms of the sense of agency that participation in these practices afforded different students. Connections are drawn between the development of student agency in the mathematics classroom and teaching for social justice.
Updated: Jul. 08, 2009
This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding from this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss issues, and to make new connections with colleagues as well as with their principal.
Updated: Nov. 03, 2008
A proposal of a framework for what makes a science teacher educator is provided, so that a community of practice can be developed. The author describes the participants, partners and science teacher educators and how each can contribute to the community's success. The proposal offers two goals for structuring the community of practice. The first is an understanding of knowledge in practice, and the second is what we need others to understand about all the participants' professional competence.
Updated: Feb. 19, 2008
The article describes a study that explores how a community of practice focused on secondary school mathematics education during the members' pre-service teacher education program. Bulletin board discussions were analyzed in terms of Wenger's (1998) three defining features of community practice: mutual engagement, negotiations of a joint enterprise and development of shared repertoire for creating meaning.
Updated: Feb. 10, 2008
Shaping A New Professional Identity by Building A New Personal Concept of Leadership through Action Research
The author of this article, who is the head of the Elementary School Department in a teacher education college, describes a study in which three action cycles were identified. The author changed from being a 'top-down' manager to working collaboratively with colleagues by relinquishing overall control. The author also changed her perception of leadership: from a transactional model through a transformational model to a distributed leadership.
Updated: Dec. 23, 2007