SCHOLARLY COMMUNITY OF PRACTICE: PRACTICE WHAT YOU PREACH. RECIPROCAL PROFESSIONAL LEARNING AS CUTTING-EDGE PRACTICE

2021 ◽  
Author(s):  
Lumbani Tshotetsi ◽  
Pieter Du Toit ◽  
Sabatine Carvalio ◽  
Melissa Olifant ◽  
Bonolo Mpholo
Keyword(s):  
Community Of Practice ◽  
Professional Learning ◽  
Cutting Edge ◽  
Scholarly Community

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals The formation of a community of practice in preservice teacher education : the interaction of the classroom environment and new communication technologies

2004 ◽  
Author(s):  
◽  
Melissa J. Poole
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Community Of Practice ◽  
Teacher Development ◽  
Professional Learning ◽  
Classroom Environment ◽  
Development Program ◽  
Communication Technologies ◽  
Second Phase ◽  
Online Data

The goal of this study was to examine the development of a group of preservice teachers over three semesters during the second phase of their coursework and fieldwork in the teacher development program at a major Midwestern university. The questions at the heart of the study were whether this cohort of preservice teachers developed community. What markers of community were evidenced? What contextual factors served to support or impede the development of community? Data were collected through observation of their courses, a series of interviews with a sample of preservice teachers, and archiving artifacts of their coursework such as the course syllabi, reading materials, and their discussions online. Data analysis was grounded in theory about the nature of community, communities of practice, teacher communities, online communities and in a sociocultural theory of technological change. The findings suggest that these preservice teachers began to form community during their years in the teacher development program. This community began to evolve from a community of practice into a professional learning community as they developed from college students into practicing teachers. However, the culture of the classroom, the physical arrangement of the room and the importance given to students' voices in class and online, played a large role in fostering and supporting the development of community.

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.

The Development and Change of Teachers’ Strategic Knowledge in Teachers’ Online Community of Practice

2013 ◽  
Vol 4 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Tao Feng ◽  
Lu Wang ◽  
MengYa Zhou
Keyword(s):  
Statistical Analysis ◽  
Community Of Practice ◽  
Professional Learning ◽  
Online Community ◽  
Case Analysis ◽  
Experienced Teachers ◽  
Strategic Knowledge ◽  
Online Community Of Practice ◽  
Statistical Analysis Methods ◽  
Teacher Groups

To obtain the development and change of teachers’ strategic knowledge in teachers’ online community of practice (TOCP) in China, content analysis, video case analysis and statistical analysis methods were adopted to study 45 teachers (15 novice teachers, 15 key teachers, and 15 experienced teachers) from three participating schools during three phases. The development and change of different teacher groups’ strategic knowledge and the general characteristics of their strategic knowledge have been concluded respectively. It can be concluded that TOCP has changed teachers’ professional learning model, constantly improved their strategic knowledge and positively influenced different teacher groups’ strategic knowledge.

Social Presence in Virtual Professional Learning

2021 ◽  
Vol 1 (1) ◽  
pp. 93-110
Author(s):  
Laura Morrison ◽  
Jennifer Robb ◽  
Janette Hughes ◽  
Margie Lam
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Community Of Practice ◽  
Professional Learning ◽  
Social Presence ◽  
Participatory Action ◽  
Southern Ontario ◽  
Participant Engagement

Our Participatory Action Research (PAR) study explored the development and facilitation of an innovative virtual maker professional learning (PL) program during the COVID-19 pandemic. Participants included four researchers and educators from a university in southern Ontario. Findings indicate that social presence plays a particularly important role in virtual maker PL for participant engagement and learning. Virtual maker educators may experience moments of isolation, doubt and frustration which can be alleviated by making and learning in a community of practice in order to feel supported and sustained in the process.

Teachers Are Adult Learners

2020 ◽  
pp. 20-42
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Learning Theory ◽  
Situated Learning ◽  
Adult Learning Theory ◽  
Learning Groups ◽  
Joint Activities ◽  
Values And Beliefs

This chapter will expose the reader to adult learning theory, with particular emphasis on situated learning and discourse theory. Adult learning theory should inform the design of professional development sessions, with particular attention devoted to context and collaborative settings. Professional learning of teachers within the classroom is influenced by situated learning theory and has the potential for sustained professional development. Situated learning proposes that learning involves a process of engagement in a community of practice. People who share a concern or passion for something they do, involving members in joint activities and discussions as they build relationships that enable them to learn from each other, form communities of practice. The concept of community of practice is further discussed as it pertains to teacher professional learning groups. In education, teachers come to professional development sessions with espoused platforms, already equipped with values and beliefs about instruction in the classroom. Therefore, professional development cannot be a one-size-fits-all opportunity.

The Development and Change of Teachers' Strategic Knowledge in Teachers' Online Community of Practice

2016 ◽  
pp. 2136-2144
Author(s):  
Tao Feng ◽  
Lu Wang ◽  
MengYa Zhou
Keyword(s):  
Content Analysis ◽  
Statistical Analysis ◽  
Community Of Practice ◽  
Professional Learning ◽  
Online Community ◽  
Case Analysis ◽  
Strategic Knowledge ◽  
Online Community Of Practice ◽  
Statistical Analysis Methods ◽  
Teacher Groups

To obtain the development and change of teachers' strategic knowledge in teachers' online community of practice (TOCP) in China, content analysis, video case analysis and statistical analysis methods were adopted to study 45 teachers (15 novice teachers, 15 key teachers, and 15 experienced teachers) from three participating schools during three phases. The development and change of different teacher groups' strategic knowledge and the general characteristics of their strategic knowledge have been concluded respectively. It can be concluded that TOCP has changed teachers' professional learning model, constantly improved their strategic knowledge and positively influenced different teacher groups' strategic knowledge.

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