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 Teachers’ Learning and Innovation Skills Development: Challenge and Changing based on Professional Learning Community

2015 ◽  
Vol 11 (27) ◽  
pp. 115
Author(s):  
Adul Paison ◽  
Chowalit Chucampang ◽  
Aperadee Jansang
Keyword(s):  
Standard Deviation ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Development Program ◽  
Language Teachers ◽  
Sample Group ◽  
Thai Language ◽  
Grade 3

<p>This study was aims to investigate the effects of teacher development program based on Professional Learning Community (PLC) on teachers’ learning and innovation skills. The sample group for implementing the program was 10 Thai language teachers in grade 3. The instruments consisted of the observation form, and the performance assessment form. Mean and standard deviation were used to describe the data. The results of this study found that the sample group was conduct the learning and innovation skills at highest level and the innovation of sample groups were the innovation to promote learning and innovation skills at highest level, mean 4.90 and standard deviation 0.02.</p>

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 Elements of the teacher development system in learning management according to the concept of Education 4.0

2021 ◽  
Vol 1 (1) ◽  
pp. 22-27
Author(s):  
Jedsada Janpleng ◽  
Karn Ruangmontri
Keyword(s):  
Secondary Schools ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Basic Education ◽  
System Component ◽  
Development System ◽  
Education Commission ◽  
Learning Management

The purpose of this study was to study the elements of the teacher development system in learning management according to the concept of Education 4.0 with a professional learning community process in secondary schools under the Office of the Basic Education Commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. The sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, which is a 5-level rating scale. System Components Teacher development in learning management According to the educational model 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, there are 4 main components, 13 subcomponents, namely; 1) The inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) The process consists of (1) Identifying challenging problems, (2) Concept finding stage, (3) Planning and development stage, (4) Testing and evaluation stage, (5) Presenting results to society. 3) Productivity consists of (1) Teachers have knowledge and understanding of learning management, (2) Teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. And, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components..

scholarly journals Design Principles for Promoting Intergroup Empathy in Online Environments

10.28945/3605 ◽  
2016 ◽  
Vol 12 ◽  
pp. 225-246 ◽  
Author(s):  
Noa Shapira ◽  
Haggai Kupermintz ◽  
Yael Kali
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Online Community ◽  
Minority Group ◽  
Development Program ◽  
Design Principles ◽  
Online Learning Community ◽  
Israeli Arabs ◽  
Jewish Students ◽  
Made In

This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that meaningful empathic processes can occur online if activities are properly designed. All phases of the program were designed to support teachers to participate as part of an online community of practice. Sixty Jewish teachers participated in two iterations of the design study. Refinements were made in the second iteration to provide teachers with explicit definitions of empathy and specific instructions for reflection. Findings indicate that these changes were reflected in higher degrees of empathic responses among teachers. Teachers also indicated that being a part of an online learning community contributed to the learning process they experienced during the program. We interpret this as a first step in enabling teachers to assist their students to develop a more empathetic approach toward the minority group and conclude with a discussion of recommended design principles for promoting such an approach.

scholarly journals Active Learning and Teacher Training: Lesson Study and Professional Learning Communities

2017 ◽  
Vol 8 ◽  
Author(s):  
Kyoko Ishii
Keyword(s):  
Teacher Training ◽  
Active Learning ◽  
Education Reform ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Lesson Study ◽  
The University

Active learning is an innovation of teaching and learning and strongly connected to teacher education reform. A teacher’s role in a knowledge-based society is being shifted from a knowledge teller to a facilitator. It is diï¬cult to shift a teacher’s perspective from “how to teach” to “how students learn.” However, through a collaborative lesson study, teachers can discuss students’ learning in a classroom. The university can function as a facilitator to cultivate a professional learning community. This paper discusses the practice of active learning in teacher training at the University of Fukui in Japan. The faculty provides active learning for prospective teachers to engage collaboratively in scientific inquiry using physics by inquiry. Based on the viewpoint that teacher development is a continuous, lifelong process, and the teacher is a reï¬ective practitioner, teacher training should also be an active, lifelong endeavor. Moreover, the system and structure of the lesson study and collaborative reï¬ection promote a professional learning community. Both pre-service and in-service teachers develop pedagogical content knowledge through repeated practice and reï¬ection.

scholarly journals "She didn't know much about English teaching": planning classes together in the teachers' room as a practice of professional development

2019 ◽  
Vol 21 (2) ◽  
pp. 59-78
Author(s):  
Simone Sarmento ◽  
William Kirsch
Keyword(s):  
Professional Development ◽  
Everyday Life ◽  
Community Of Practice ◽  
Teacher Development ◽  
Professional Learning ◽  
Participant Observation ◽  
Data Generation ◽  
Semistructured Interviews ◽  
South Of Brazil ◽  
The Coordinator

This paper is a part of a larger research project, which focused on investigating the teacher development practices in a Languages without Borders community of a large university in the south of Brazil. The research is affiliated with the paradigm of Practice Theory (Young, 2009; Young, 2010) and relied on qualitative methods of data generation and analysis (Erickson, 1990; Gumperz, 2005; Mason, 2002; Tannen, 2014), as well as on semistructured interviews with focal participants. The data revealed that the practices that culminate in teacher development could be divided into two: (1) formal practices, that is, the ones consciously planned and carried out by the coordinator; and (2) informal ones, that is, practices that emerged from everyday life in this community of practice, chiefly in the teachers' room. In this paper, we focus on a specific informal practice - that of planning classes together. Planning classes together was considered a productive practice in terms of professional learning both in the interviews and in the data obtained through participant observation.

Preservice Teachers Decomposing Ambitious Mathematics Teaching

2021 ◽  
pp. 788-799
Author(s):  
Jennifer M. Suh ◽  
Melissa A. Gallagher
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Professional Learning ◽  
Video Analysis ◽  
Collaborative Planning ◽  
Teacher Preparation Program ◽  
Methods Course ◽  
Academic Knowledge ◽  
Learning Mathematics ◽  
Mathematical Quality

We examined preservice teachers' experiences during a clinically embedded mathematics methods course, specifically examining the impact of video-based professional learning structures using the Mathematical Quality of Instruction (MQI; Learning Mathematics for Teaching, 2014) instruments on their collaborative planning and collective observations. Preservice teachers co-taught the summer PDS Math Lab within a Professional Learning Community with structured observations with video analysis that entailed: a) Collaborative planning; b) Structured Observations targeting instructional analysis focused on ambitious teaching practices; c) Use of the MQI that focused on the richness of mathematics. The authors detail the specific affordances of the structured observation with video analysis in a math methods course in a teacher preparation program and how the clinically embedded coursework supported preservice teachers' decomposition of ambitious teaching and bridge practitioner and academic knowledge.

Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty

2021 ◽  
pp. 191-224
Author(s):  
Mayela Coto ◽  
Lone Dirckinck-Holmfeld
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Development Strategy ◽  
Professional Learning ◽  
Teaching Practice ◽  
Online Communication ◽  
Development Program ◽  
Theory Model ◽  
Student Centered ◽  
Practice Approach

Based on a critical re-reading of a study of a community of practice approach to professional development, this chapter uses Engeström's activity theory model to highlight the tensions that arise in a professional development program oriented to change teaching practice through the introduction of ICT and a student-centered pedagogical approach. Despite the community of practice potential, there are many tensions that inhibit this type of professional learning. These tensions can be summarized in four broad categories: institutional structures (division of work), the institutional culture (rules), levels of engagement (differentiations within the community), and faculty readiness (in the appropriation of tools and new pedagogy). By analyzing, in greater depth, the tensions, our goal is to reflect again in the design principles and to further elaborate on developing a professional development strategy based on a community of practice approach that can be used in broader contexts.

scholarly journals Les communautés d’apprenants en réseau au bénéfice de l’éducation

2008 ◽  
Vol 6 ◽  
Author(s):  
Thérèse Laferrière
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Tools ◽  
Pedagogical Innovation ◽  
Social Perspectives ◽  
Helping Others ◽  
Information And Communication ◽  
Building Community

The contribution of information and communication technologies to pedagogical innovation is understood from the cognitive and social perspectives on learning. The notion of networked communities is put forward and three application models are presented: the classroom-based learning community, the community of practice, and the knowledge building community. These three models are illustrated: context, participants, cultural artifacts, and digital tools. These emerging models and related social technical designs are in the reach of those willing to use the Internet for their own learning and for helping others to learn in a collaborative manner.

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