Search results for: Community of practice
Page 1/11 109 items
Teacher learning in communities of practice: The affordances of co-planning for novice and veteran teachers' learning
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between veterans and novices may constrain the group's reflective inquiry and, consequently, its learning. In this case-study, the authors explore the dynamics between veteran and novice science teachers in a purposefully sampled case of three teachers engaged in collaborative planning in a professional development community. They examine the implications of these dynamics for the group's reflective inquiry, using linguistic ethnographic micro-analytic methods to analyze audio- and video-recordings of the planning session. The findings demonstrate how in a collaborative planning context, legitimate peripheral participation is afforded, thereby mitigating face threats and supporting learning for both novice and veteran teachers. The study highlights the unique affordances of collaborative planning for science teachers' reflective inquiry, advancing our understanding of the social dimension of teacher learning. This study contributes to the fields of teacher learning in CoPs and teacher planning.
Updated: Aug. 01, 2021
Shulman, or Shulman and Shulman? How communities and contexts affect the development of pre-service teachers’ subject knowledge
This paper explores the interconnection between the development of subject knowledge and the influence of communities in which the learning is located. Participants followed an initial teacher education (ITE) course in physical education. Data collection consisted of interviews with pre-service teachers and their school-based mentors. ata analysis utilised the constant comparative method. The study found significant gains in the knowledge bases that were investigated. These could only be understood within the context of the communities in which the learning took place. This influence needs to be explicitly recognised if a more complete understanding of subject knowledge formation on ITE programmes is to be developed.
Updated: Aug. 08, 2020
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
More than Social Media: Using Twitter With Preservice Teachers as a Means of Reflection and Engagement in Communities of Practice
The present article illustrates the authors' attempts integrating twitter into their methods courses and investigates different opportunities that twitter provided for preservice teachers. The article describes these attempts from multiple perspectives—both from English educators and preservice teachers. The authors conclude that twitter provided unique opportunities for preservice teachers to engage with communities of practice and, to engage in reflection.
Updated: Oct. 03, 2017
Cultivating a Teacher Community of Practice for Sustainable Professional Development: Beyond Planned Efforts
This article reports a series of planned efforts on cultivating a group of teachers of English as a second language (ESL) into a community of practice (CoP) for sustainable professional development over a period of 10 months. This case study shows that planned efforts enabled teachers from different backgrounds to learn and develop as a professional and as a CoP. This community could be developed through different stages. The authors learn that sensitivity, honesty, self-awareness, and individual commitment of the participating teachers helped resolve tensions and dissonances arising out of different teaching approaches.
Updated: Aug. 15, 2017
Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools
This article examines the professional development (PD) of a group of urban physical education teachers as they moved from a learning community focused on a new curriculum in physical education to a community of practice (CoP) committed to intense, sustained and focused engagement on issues related to their teaching practice and personal growth as physical educators. The participants reported development of their teaching practice and pedagogical skills by applying the teaching strategies shared by colleagues in the community. The teachers came to recognise their ability to design lessons to engage students and to implement these lessons in ways that were challenging and exciting, supporting the notion of increased self-efficacy. Their focus was consistently on their students and how to impact their learning by developing their own knowledge and skills in order to provide a quality education.
Updated: Jun. 14, 2017
This study aimed to identify challenges that pre-service teachers face when developing a learning community within their clinical practice classrooms. Furthermore, it also aimed to identify which strategies pre-service teachers employed during clinical practice to assist in the development of a learning community in the elementary classroom. The findings include the discrepancy between the clinical practice pre-service teachers’ self-efficacy ratings and the implementation according to the supervisors’ reports. The findings also refer to classroom management in the open-ended responses and the post-observation conference discussions.The authors recommend on the infusion of additional classroom management strategies throughout the teacher education program would strengthen the pre-service teachers’ skill set in this critical domain.
Updated: May. 29, 2017
This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses. The author argues that while the data demonstrated that the teachers positioned their students as active, engaged, and thoughtful participants in their own learning process, three important points that speak to the seminar’s pedagogical objectives can be pulled from the data analysis. The three themes from the analysis of data stand in contrast to the seminar experience.
Updated: May. 10, 2017
Mentoring from the Outside: The Role of a Peer Mentoring Community in the Development of Early Career Education Faculty
In this article, the authors draw on a community of practice perspective to examine and understand the complex and emerging nature of an informal peer mentoring community composed of beginning education faculty members from different institutions. The authors conclude that the goal in this paper is to describe an alternative form of mentoring based on a community of practice. The structure of the group is influenced dually by the individuals in the group and the external circumstances. As faculty members become more diverse, alternative methods of mentoring are needed to support smooth transitions for new faculty and to support existing faculty as they undergo transitions later in their careers.
Updated: Jan. 01, 2017
Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The findings reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching.
Updated: Dec. 06, 2016