Search results for: Community of practice
Page 3/11 109 items
The Interaction Between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators
The present study investigates the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Findings show that both breaking of isolation in the group and talk about student learning were essential in promoting individual progression toward change that entailed developing awareness of the possibility of infusing thinking into college-level teaching and the development of dispositions to do so in their courses.
Updated: Dec. 29, 2015
In this article, the authors investigate the extent to which three postgraduate teacher education institutes in the Netherlands pay attention to and aim to stimulate the development of community competence. This question is approached through three curriculum representations, the intended, implemented and attained curriculum. The study guides revealed that all institutes in some way or another stated the importance of developing community competence by their student teachers. However, it appears that community competence is weakly conceptualised in the intended curriculum. Furthermore, in the implemented and attained curricula, teacher educators, student teachers and the materials showed that there was no systematic and explicit policy for stimulating the development of community competence of student teachers.
Updated: Nov. 25, 2015
This article has examined the case of one particular learning activity and the design, development and implementation of that activity to address the particular needs of pre-service teachers in one teacher education programme in New Zealand. The authors considered three core principles which adopted in the design of the docudrama activity: (a) to provide pre-service teachers with an experience of educational technology as an integral part of the learning; (b) for students to experience an example of what ‘student centred learning’ might look like; and (c) to highlight the value of authentic contexts for learning. Results from the evaluation survey indicate that the design of the docudrama activity contributed to participants’ learning about how educational technologies help support alternatives to traditional teaching and learning practices.
Updated: Nov. 09, 2015
Pedagogical Approaches to Exploring Theory–Practice Relationships in an Outdoor Education Teacher Education Programme
In this article, the authors have discussed pedagogical approaches to exploring theory and practice with pre-service teachers within an an Australian outdoor education teacher education (OETE) course. The authors have highlighted the importance of four key pedagogical elements in terms of helping pre-service teachers understand and negotiate theory–practice relationships: the promotion of self-awareness; guided reflection; experience; and the fostering of a strong, safe community of learners. These elements are relevant to other areas of teacher education besides OETE pedagogy, although they may be embodied differently in different areas. The authors suggest that these elements are made possible through flexibility within courses, face-to-face contact, and opportunities for observing, participating in, and reflecting on/in relevant practice.
Updated: Nov. 04, 2015
The authors wanted to examine if participating as a cohort in an early childhood graduate program could facilitate the exploration, analysis, and reconstruction of teachers’ beliefs and practices of five teachers. The findings revealed that the participants continue their professional journey by attending workshops and seminars that focus on developmentally appropriate practices. Although the authors acted as facilitators in the early childhood graduate program, the participants created their own community of practice that continues to serve as a support system in which deep reflection and application occur. The authors suggest that the process undertaken by these early childhood teachers is a model that can be emulated by other practicing teachers. There are several recommendations that might facilitate this process.
Updated: Nov. 03, 2015
This article explores one workshop, ‘Research Communication in the Multicultural Academy’ (RCMA), as a case study demonstrating how collaborative critique can be implemented. 'Collaborative critique’ is an approach designed to be collaborative in that participants work together to create meaning through discussion and debate stimulated by narrative, case studies and role plays. The authors frame the discussion with four categories: context, construction, collaboration and conversation. The authors acknowledge that collaborative critique can leave some programme participants with a certain amount of confusion. They conclude that confusion, complexity, critique and corroboration, while unsettling and challenging, can be harnessed to work in conjunction with the context, construction, collaboration and conversation that are central to academic development programmes.
Updated: Nov. 02, 2015
Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community
The present study examined whether teachers’ actions in the Edmodo math subject community, a so-called online community of practice with more than 300,000 members, fit within Lave and Wenger's community of practice framework. The results showed that teachers’ actions in the math subject community did not support the traditional notions of the community-of-practice framework.
Updated: Oct. 07, 2015
This study aims to examine the development of an unintended mentoring relationship between researchers and participants during a longitudinal, qualitative study. It highlights the opportunity for teacher preparation to serve as a bridge to close the gap in learning between the relatively theoretical world of teacher preparation and practical world of classroom teaching. Two larger themes emerged from the findings: (1) the importance of trust in supporting beginning teachers; and (2) the researcher as a bridge between learning and teaching.
Updated: Sep. 10, 2015
Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood
This study examined whether and how an on-site and research–teacher community of practice model for professional development addressed challenges to classroom practices in a Head Start program. The findings revealed several challenges to classroom practice that aligned with previous research: existing practices did not always cohere with research-based practice, lack of planning between the lead and assistant teachers, and high teacher turnover. The authors suggest recommendations for establishing an on-site teacher-researcher community of practice model for professional development.
Updated: Aug. 12, 2015
Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD: Creating a Community of Practice
In this article, the authors used multiple measures to evaluate whether special education graduates (a) remain in the field working with students with autism spectrum disorders (ASD) and (b) sustain effective practices. The findings reveal that all 12 graduates remain in the field. All continued to collect data for progress monitoring purposes and continue to use the EBPs identified by the National Professional Development Center (NPDC) on ASD with fidelity.
Updated: Jul. 30, 2015