Search results for: Community of practice
Page 4/11 109 items
Participatory Action Research as Pedagogy: Investigating Social and Ecological Justice Learning within a Teacher Education Program
This article describes a research collective, which sets out to investigate the role and impact of social and ecological justice learning in a teacher education program. Amidst the tensions, negotiations, and articulations of the research design, the collective came to recognize the spaces of participatory action research as sites of growth and efficacy toward justice learning. And, each began to perceive themselves as both impacted by educational structures and as agents enacting their own visions of professional practice. These outcomes are discussed in the context of the growing body of participatory action research, emphasizing the dynamic learning precipitated within the intersections of the research collective.
Updated: Jul. 07, 2015
Community of Practice in Action: SEDA as a Learning Community for Educational Developers in Higher Education
The Staff and Educational Development Association (SEDA) was formed in 1993. SEDA was set up to support members of the emergent profession of educational development, originally in the UK and subsequently internationally. This article explores how colleagues working in Higher Education Institutions (HEIs), to improve assessment, learning and teaching practices, became, through SEDA, an active and engaged community. The authors argue that there are different forms of communities of practice and professional learning communities such as practice-based, task-based and knowledge-based groups and SEDA’s sub-communities work in each of these areas. The authors conclude that SEDA’s ongoing existence as an organisation as well as a community of practice will rely on its ability to take in its stride a radically changing higher education environment.
Updated: May. 04, 2015
“It’s not just Learning English, It’s Learning Other Cultures”: Belonging, Power, and Possibility in an Immigrant Contact Zone
This article is an ethnographic investigation of a multiethnic, multilingual classroom. It examines the ways in which immigrant students’ goals for community and belonging were mediated by their vibrant cultural and linguistic practices. Findings demonstrate how youth formed a community of practice through brokering acts, resource pooling, and linguistic play across national, cultural, and linguistic differences.
Updated: Apr. 13, 2015
Developing Professional Identities through Participation Within a Hybrid Community of Practice: Illustrating the Front-Line Experiences of Four Pre-K Mentor–Teachers
The purpose of this article is to describe a case study explored how a hybrid community of practice comprised of four pre-K mentors and a university program coordinator supported the development of new understandings about how to effectively supervise preservice teachers. The mentor discovered that participating in a community of practice contributed to changes in their thinking not only about their current mentoring situations, but also about guiding novice teachers as a professional calling. Furthermore, they began this study with preconceived notions of what it meant to be mentors that were somewhat black and white. However, they left feeling overwhelmed by the knowledge that mentoring is a complex act characterized by dual responsibilities of being teacher educators and early childhood teachers.
Updated: Mar. 15, 2015
Coming to Know in the ‘Eye of the Storm’: A Beginning Teacher’s Introduction to Different Versions of Teacher Community
This article describes the experience of one beginning teacher in her first year of teaching. The findings reveal that three themes of global significance available for reflective analysis are interwoven throughout Anna Dean’s narrative of coming to know teacher community in her first year of teaching: (1) conflicting versions of teacher community, (2( shifting school landscapes shifting teacher identities, and (3) The eye of the storm-the perfect storm metaphors. The author concludes that beginning teacher’s experience of teacher community in the eye of a storm reveals how what exists in school contexts and in professional relationships between and among experienced teachers, administrators and consultants affects beginning teachers’ knowledge developments.
Updated: Feb. 24, 2015
Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program
This article is intended to address, evaluate and encourage the use of blogging amongst pre-service teachers specifically focused on science teacher education. This appraisal was conducted by looking at the activity and the experiences of the pre-service teachers, and the role that blogging played in their interactions and growth as pedagogues. The project reveals that blogging can be a useful as a tool in pre-service education because the practices and thought processes of PSTs are revealed and shared beyond face-to-face interactions.
Updated: Feb. 17, 2015
Communities of Practice and Participatory Action Research: The Formation of a Synergy for the Development of Museum Programmes for Early Childhood
The purpose of this study was to integrate the ideas of community of practice and participatory action research. This integration formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge. The authors conclude that both communities of educational practice and participatory action research can help participants develop the shared vision that is necessary for the development of a rigorous and better practice.
Updated: Dec. 29, 2014
This article explores the experiences of secondary teachers in four London schools. These teachers participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The author concludes that both AfL and Teacher Learning Communities rely for their success on sustained critical reflection among their participants, which can be inhibited where the above limitations apply.
Updated: Dec. 18, 2014
Creating Foundations for Collaboration in Schools: Utilizing Professional Learning Communities to Support Teacher Candidate Learning and Visions of Teaching
The purpose of this study was to examine ways that the unique model involving nested collaborative professional learning communities (PLCs) within a teacher education program led to a) learning for the members school/university partnership and b) refined visions of what it means to be a teacher. The findings indicated that teacher candidates came away from the experience seeing teaching as a collaborative endeavor. The ongoing feedback from both their mentor teacher and cohort colleague was critical to their learning to teach process. Furthermore, the collaborative work accelerated their opportunities to learn as they learned from both their successes and mistakes along with their partner’s successes and mistakes.
Updated: Nov. 18, 2014
The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey
This article uses an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. The authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices.
Updated: Oct. 26, 2014