Expanding Our Community of Practice: Professional Development in Museums

2019 ◽  
Vol 44 (2) ◽  
pp. 131-134 ◽  
Author(s):  
Elisabeth Nevins
Keyword(s):  
Professional Development ◽  
Community Of Practice

Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Stephanie Beni ◽  
Tim Fletcher ◽  
Déirdre Ní Chróinín
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Community Of Practice ◽  
Qualitative Data ◽  
Pedagogical Approach ◽  
Pedagogical Innovation

Purpose: The purposes of this research were to design a professional development (PD) initiative to introduce teachers to a pedagogical innovation—the Meaningful Physical Education (PE) approach—and to understand their experiences of the PD process. Method: Twelve PE teachers in Canada engaged in an ongoing PD initiative, designed around characteristics of effective PD, across two school years as they learned about and implemented Meaningful PE. Qualitative data were collected and analyzed. Findings: This research showed that teachers valued a community of practice and modeling when learning to implement Meaningful PE. While teachers were mostly favorable to the PD design, there were several tensions between ideal and realistic forms of PD. Discussion: This research offers support for several characteristics of effective PD to support teachers’ implementation of a novel pedagogical approach and highlights the need to balance tensions in providing forms of PD that are both effective and practical.

Case Studies from the Inquiry Learning Forum

2010 ◽  
pp. 42-59
Author(s):  
Rebecca Scheckler
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Case Studies ◽  
Inquiry Learning ◽  
Online Professional Development ◽  
Future Trends ◽  
Online Tool ◽  
Development Tool ◽  
Electronic Tool

Two intense case studies were done of teachers using the Inquiry Learning Forum (ILF), an online space for professional development in inquiry pedagogies. Major findings included: The ILF initially conceived as an online professional development tool in the form of a Community of Practice (COP) was reconceived as an electronic tool within a larger space that included the online tool but also many co-present spaces pertinent to a teacher’s practice of inquiry pedagogy. These case studies also demonstrated the transformative nature of teachers engaging in a COP. Not only is the teacher changed but also the COP is changed by the practice. The cases demonstrated the need for teachers to feel disequilibrium in their practice before they are willing to engage in change of those practices. Lastly immersion in practice described as The Pedagogy of Poverty hampered one teacher’s progress in the ILF. These findings are based upon my empirical observations with the backdrop of John Dewey’s Theory of Inquiry and of Etienne Wenger’s concept of communities of Practice. Future trends in using online COPs for professional development need to look at practice in these terms where allowance for transaction, support outside the electronic space, and disequilibrium are considered.

scholarly journals Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 1275-1275
Author(s):  
Melanie Gerdes ◽  
Lyndsey Ruiz ◽  
Anna Jones ◽  
Rachel Scherr ◽  
Gretchen George
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Nutrition Education ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Development Model ◽  
Food Literacy ◽  
Professional Development Model

Abstract Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. Results Upon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. Conclusions In response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding Sources USDA NIFA SPECA; USDA NIFA NNF.

scholarly journals BILI: Building Information Literacy in Ireland

2013 ◽  
Vol 37 (114) ◽  
pp. 37-54 ◽  
Author(s):  
Amy Connolly ◽  
Lorraine Curran ◽  
Áine Lynch ◽  
Sile O’Shea
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Case Studies ◽  
Information Literacy ◽  
Continuing Professional Development ◽  
Economic Recession ◽  
National Strategy ◽  
Building Information ◽  
High Level ◽  
International Experts

Although information literacy (IL) practice has long been evident in Irish libraries, it was 2008 before the Working Group on Information Literacy (WGIL) published the first Irish national, cross-sector review. In 2012, we built on this research in order to (1) revisit the WGIL case studies and examine how IL was evolving, (2) consider the wider IL context in Ireland, and (3) examine innovations among international bodies supporting IL practice. Nine international experts and seventeen Irish experts contributed to interviews and surveys. This article focuses on the Irish findings. Revisiting case studies demonstrated that IL remains a priority for the majority despite the economic recession. Wider themes uncovered include embedding IL in the curriculum and workplace, e-citizenship, continuing professional development and advocacy. Recommendations centre on a two-tiered approach to IL development: a practitioner-led community of practice that facilitates communication and collaboration, and a high-level advocacy committee that fosters a holistic national strategy.

scholarly journals Mathematics teachers’ learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice

2020 ◽  
Vol 22 (1) ◽  
pp. 112-133
Author(s):  
Cristina Cirino de Jesus ◽  
Marcia Cristina de Costa Trindade Cyrino ◽  
Hélia Margarida de Oliveira
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Classroom Management ◽  
Community Of Practice ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Lesson Planning ◽  
Audio Recording ◽  
Teachers Professional Development ◽  
Multimedia Resource

This article aim is to investigate what professional learning regarding Exploratory Teaching (ET) perspective was revealed by Mathematics teachers, in a Community of Practice (CoP). In a context intended to promote teachers’ professional development, a multimedia resource integrating real classroom situations was used to promote discussion and learning. Qualitative research has been carried out with an audio recording of the group meetings and the written productions elaborated by the teachers. The learning related to the Exploratory Teaching perspective revealed by the teachers is associated to the actions and roles of the teacher, the student’s role, classroom management and the relevance of lesson planning in teacher’s practice. The involvement in the CoP favored teachers to rethink and question some of their actions during the lessons and to notice essential aspects of ET perspective and to connect them with their experiences from the classroom. The results show that the constitution of a CoP around the exploration of a multimedia case in professional development contexts can be a facilitator for the learning of its members.

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