Search results for: Community of practice
Page 7/11 109 items
Examining Teachers’ Personal and Professional Use of Facebook: Recommendations for teacher education programming
In this study, the authors employed a quantitative approach with an exploration of descriptive data to examine Facebook site features pre-service educators use and how those features are utilized in personal and professional ways. Quantitative results indicate that interaction on Facebook is reciprocal. That is, the number of posts made to a wall was significantly related to the number of updates made by the profile owner. Descriptive data indicated limited use of Facebook in professional ways. However, where professional interactions were noted, profile owners utilized peers for instructional ideas and ongoing classroom support.
Updated: Feb. 27, 2013
SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators
This article reports on a case study investigating the learning outcomes of a cross-institutional innovation project based on an integrated approach of SOAP. More specifically, this study aims to investigate the individual and organisational learning outcomes of SOAP-inspired knowledge communities based on partnerships among educational institutes. There were 37 participants in the study who had had different backgrounds and worked within inter- and intra-institutional arrangements. The authors conclude that participants valued the collaboration as well as the inter- and intra-institutional nature of the innovation project, which led to many reported instances of individual and organizational learning.
Updated: Nov. 25, 2012
This study aimed to explore how a professional development cohort functions as a resource for new teacher support. The authors analyzed the data by using Wenger’s (1998) Communities of Practice social learning framework. The authors analyzed observation field notes of a single cohort which documented by the second author during one school year. The findings reveal three key insights for relating Wenger’s theory particularly to new and alternatively certified teachers in urban group induction experiences.
Updated: Sep. 12, 2012
This article examines the impact of discourses upon teachers who strive to be professionals amidst the US No Child Left Behind era. The author used qualitative research methodology and ethnographic techniques to conduct a case study within the context of a teacher learning community comprised of two female secondary teachers and the researcher. This article illuminates how a teacher learning community becomes a space for agency for the ‘teacher as professional’ and how teacher development can be sustained within a contemporary context of compliance and accountability.
Updated: Aug. 21, 2012
“I Speak Prose and I Now Know It.” Personal Development Trajectories among Teacher Educators in a Professional Development Community
The current study investigates trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. All teachers followed the same four staged trajectory though individuals were located at different points on the path.
Updated: Jul. 30, 2012
Features and Strategies of Supervisor Professional Community as a Means of Improving the Supervision of Preservice Teachers
This study addresses the problem of professional development for teacher education supervisors. It explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher education programs.
Updated: Jun. 27, 2012
Establishing and Sustaining Teacher Educator Professional Development in a Self-Study Community of Practice: Pre-Tenure Teacher Educators Developing Professionally
This article outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is offered as to how members contributed to the self-study of teacher education practices and experienced enhancement as a community of scholars.
Updated: Jun. 26, 2012
A Multilevel Analysis of the Impact of a Professional Learning Community, Faculty Trust in Colleagues and Collective Efficacy on Teacher Commitment to Students
The current study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions – structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students.
Updated: Jun. 20, 2012
Using a “communities of practice” approach, this case study explores the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings indicate that teachers co-construct their efficacy beliefs in in their communities of practice.
Updated: Feb. 16, 2012
The Relationship between Departments as Professional Communities and Student Achievement in Secondary Schools
This study explores the relationship of mathematics departments perceived as professional communities and student achievement in Dutch secondary schools. The findings reveal that those departments that focus on reflective dialogue, collaborative activity, shared vision and student achievement are associated with successful schools and higher student achievement.
Updated: Feb. 16, 2012