Search results for: Communities of practice
Page 1/10 98 items
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
In this article, the author describes how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. She found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners.
Updated: Dec. 05, 2016
Conceptualising the Research–Practice–Professional Development Nexus: Mobilising Schools as ‘Research-Engaged’ Professional Learning Communities
This article argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders.
Updated: Sep. 28, 2016
Research Capacity-Building with New Technologies within New Communities of Practice: Reflections on the First Year of the Teacher Education Research Network
The present article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. The authors argue that three main factors affected the use of the VRE, and in particular its wiki tool: the individual’s motivation to learn and to engage with (more) new technologies; the emerging dynamics of each research group as they developed shared working practices; and the institutional climates, which supported or discouraged the individuals’ engagement with both the technology and a regional Teacher Education Research Network that used this technology.
Updated: Sep. 04, 2016