scholarly journals Journal of PGR Pedagogic Practice and the Warwick PGR Teaching Community

2021 ◽  
Vol 1 ◽  
pp. 3-9
Author(s):  
Josh Patel
Keyword(s):  
Community Of Practice ◽  
Teaching Community

In this editorial, I introduce our pilot launch issue on postgraduate pandemic pedagogies. I explain our rationale for our experimental dialogic journal and outline our ambition through the wider project the journal is a part of. We hope to bring together an organic and self-sustaining community of practice of postgraduate researchers who teach.

scholarly journals FRAME ANALYSIS OF MICROTEACHING IN A COMMUNITY OF PRACTICE OF TEACHERS OF ENGLISH AS AN ADDITIONAL LANGUAGE IN SOUTHERN BRAZIL

2021 ◽  
Vol 12 (1) ◽  
pp. e40296
Author(s):  
William Kirsch ◽  
Simone Sarmento
Keyword(s):  
Qualitative Methods ◽  
Community Of Practice ◽  
Teacher Certification ◽  
Frame Analysis ◽  
Data Generation ◽  
Southern Brazil ◽  
Interactional Sociolinguistics ◽  
Teaching Community ◽  
Discourse Practice

The purpose of this study is to discuss the discourse practice of microteaching in a teaching community consisting mainly of students pursuing the teacher certification in English as an Additional Language in southern Brazil. The study relies on qualitative methods of data generation and analysis as well as on the framework of interactional sociolinguistics. Results suggest microteaching is a highly complex practice, with a recurring pattern. Additionally, they suggest that students who are considered successful in a microteaching session are those who produce such pattern in their micro-classes. We conclude by suggesting that informing participants about the expectations regarding the structure of microteaching before they engage in it is desirable.

scholarly journals Alentando la autonomía en la educación superior: modelo de un centro de autoaprendizaje.

2018 ◽  
pp. 28-37
Author(s):  
Maria Giovanna Tassinari
Keyword(s):  
Language Learning ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Learning Culture ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Teaching Community ◽  
Institutional Contexts ◽  
Student Assistants ◽  
Common Understanding

Implementing autonomy in language learning and teaching in most institutional contexts is still, even after decades of research and practice, a challenge for teachers and learners. Facing these challenges may be easier, if this is done not in isolation, but rather as part of a learning and teaching community. My experience at the Centre for Independent Language Learning (CILL) at the Language Centre of the Freie Universität Berlin is that the first step towards implementing autonomy is encouraging it while building a community of practice. For teachers, a community of practice means the opportunity to discuss their understanding of autonomy, to share and reflect experiences, to develop common strategies both for teaching and for addressing the administration, if need be. An even better opportunity to build a learning culture based on autonomy is to support teachers and learners to exchange their perspectives and cooperate towards a common understanding of (more) autonomous teaching and learning. One of the aims of the CILL is to create opportunities for such an exchange, involving student assistants and teachers to reflect on the provision of the CILL and to help to further develop it.

scholarly journals CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS

2013 ◽  
Vol 57 (1) ◽  
pp. 124-132
Author(s):  
Valéria C. Santos ◽  
Agnaldo Arroio
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Sao Paulo ◽  
São Paulo ◽  
Chemistry Teaching ◽  
Mutual Engagement ◽  
Teaching Community ◽  
Joint Enterprise ◽  
The University

The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers. Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of São Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meetings. These meetings consisted of theoretical training about the use of visual tools in teaching and other concepts about education and meetings to plan activities and classes about topics of chemistry to be applied in a public school at the city of São Paulo, Brazil. During these meetings was possible to notice that the pre-service teachers were engaged in a community of practice, demonstrating the three characteristics emphasized by Wenger (2008): mutual engagement, joint enterprise, and a shared repertoire. Thus the project PIBID of chemistry could be characterized as a community of practice. Furthermore, it was noticed that the community helps in the training of pre-service teachers, since it is providing support to them learn about teaching in practice and implement their knowledge. Key words: chemistry teaching, community of practice, pre-service teacher training.

scholarly journals Encouraging Autonomy Through a Community of Practice: The Role of a Self-Access Centre

2017 ◽  
pp. 157-168
Author(s):  
Maria Giovanna Tassinari
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Teaching Community ◽  
Institutional Contexts ◽  
Student Assistants

Implementing autonomy in language learning and teaching in most institutional contexts is still, even after decades of research and practice, a challenge for teachers and learners. Facing these challenges may be easier, if this is done not in isolation, but rather as part of a learning and teaching community. My experience at the Centre for Independent Language Learning (CILL) at the Language Centre of the Freie Universität Berlin is that the first step towards implementing autonomy is encouraging it by building a community of practice. In the present article, I describe the opportunities I create for teachers and student assistants to discuss their understanding of autonomy, share their experiences, compare perspectives, and reflect on the provision of the CILL in order to promote a culture with more space for autonomous and reflective teaching and learning. Although the work is challenging, this community of practice brings its fruits both in everyday life at the CILL and for the personal and professional development of each of the participants.

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