Search results for: Community of practice
Page 11/11 109 items
A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education
Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The call for more deliberate principal involvement in preservice arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today’s context of schooling. A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation.
Updated: Mar. 12, 2009
The National Board Certification Process as Professional Development: The Potential for Changed Literacy Practice
This 2-year qualitative study centered on five elementary teachers the year following their participation in the National Board for Professional Teaching Standards certification process.The study used a communities-of-practice framework and focused on teachers’ appropriation of the Board's standards and portfolio as conceptual tools related to literacy instruction.
Updated: Jan. 28, 2009
The paper explores how the London Providers Mentoring Group, a community of practice adopting an 'inquiry as stance' philosophy, has worked towards a pedagogy of mentor education. The paper outlines tensions the group has faced resulting from the changing nature of provision for initial teacher education in England. The main purpose here is to present an analysis of activities designed by mentor educators to enhance learning in mentors and to begin to describe a pedagogy of mentor education.
Updated: Jan. 12, 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
Professional Development for Information Communication Technology Integration: Identifying and Supporting a Community of Practice through Design-Based Research
Research suggests effective classroom ICT integration occurs through needs-based, collaborative professional development (Chandra-Handa, 2001; Cuttance, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002). A community of practice (CoP) (Wenger, 1998; Wenger, McDermott, & Snyder, 2002) can be an effective mode of such collaborative professional development. Principles for this research approach are discussed and address the membership of a CoP and teacher/researcher ownership of research goals and design.
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
Designing ePortfolio 2.0: Integrating and Coordinating Web 2.0 Services with ePortfolio Systems for enhancing Users' Learning
In this paper, we propose a new design that integrates and coordinates emerging Web 2.0 services into ePortfolio systems to enable community-wide annotation, interaction, and collaboration, with the goal of enhancing the learning experience for individuals as well as the community. We review relevant literatures, theories, and development of traditional ePortfolio systems. We conduct a preliminary survey study to explore users' perceived values in ePortfolio and Web 2.0 services.
Updated: Jan. 14, 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