Developing communities of practice for educator professional learning

2021 ◽  
pp. 102-118
Author(s):  
Chris Edwards ◽  
Beth Saggers
Keyword(s):  
Communities Of Practice ◽  
Professional Learning ◽  
Developing Communities

scholarly journals Leading by Example: Teacher Educators' Professional Learning Through Communities of Practice

Quest ◽  
2014 ◽  
Vol 66 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Ann MacPhail ◽  
Kevin Patton ◽  
Melissa Parker ◽  
Deborah Tannehill
Keyword(s):  
Communities Of Practice ◽  
Professional Learning ◽  
Teacher Educators

Understanding and developing communities of practice through diagramming

2017 ◽  
Author(s):  
Chris Blackmore ◽  
Natalie Foster ◽  
Kevin Collins ◽  
Ray Ison
Keyword(s):  
Climate Change ◽  
Social Learning ◽  
Communities Of Practice ◽  
Water Governance ◽  
Learning Systems ◽  
Developing Communities

This chapter draws on the authors' experiences over many years of research into social learning systems. The authors particularly focus on their work on communities of practice as social learning systems and reflect on their experiences of using diagramming to map and share understandings and develop knowledge, in the context of water governance and climate change. They build on a range of systemic and participatory traditions to design their research processes. Some of the authors have also taught these techniques and have developed an understanding of how skills in diagramming can be developed both for exploration and for communication. The authors therefore reflect on the effectiveness of diagramming processes for different purposes, reviewing a range of the techniques' strengths and limitations from their use in different contexts.

scholarly journals Developing Communities of Practice through Peer Mentorship in Making through Micro-manufacturing Model

2020 ◽  
Author(s):  
Osazuwa Okundaye ◽  
Malini Natarajarathinam ◽  
Mathew Kuttolamadom ◽  
Sharon Lynn Chu ◽  
Elizabeth Deuermeyer ◽  
...  
Keyword(s):  
Communities Of Practice ◽  
Micro Manufacturing ◽  
Peer Mentorship ◽  
Developing Communities

scholarly journals Interconnecting networks of practice for professional learning

2011 ◽  
Vol 12 (3) ◽  
pp. 1 ◽  
Author(s):  
Julie Mackey ◽  
Terry Evans
Keyword(s):  
Online Learning ◽  
Communities Of Practice ◽  
Learning Communities ◽  
Professional Learning ◽  
Professional Practice ◽  
Networked Learning ◽  
Online Learning Communities ◽  
Online Pedagogies ◽  
Teachers Perspectives ◽  
Networks Of Practice

The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study. The article extends the concepts of Lave and Wenger’s (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and emphasising the role of the learner in defining their learning pathways.

scholarly journals Making the most of mobility: virtual mentoring and education practitioner professional development

2015 ◽  
Vol 23 ◽  
Author(s):  
Hazel D. Owen
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Professional Learning ◽  
Research Study ◽  
Learning Needs ◽  
Learning Technology ◽  
Learning And Development ◽  
Virtual Mentoring ◽  
Aotearoa New Zealand ◽  
Knowledge Cultures

Learning provision, including professional learning, needs to embrace mobility (of knowledge, cultures and contexts – physical and cerebral) to enable education practitioners to interact locally and globally, engage with new literacies, access rich contexts, and to question, co-construct and collaborate. Virtual mentoring, also known as distance, remote, tele-, cyber- and eMentoring, offers a level of flexibility that enables mentors and mentees to maximise these concepts of mobility. There are Professional Learning and Development (PLD) initiatives that offer contextualised, individualised learning experiences via mentoring partnerships and Communities of Practice (CoPs), but not so many that have focussed on virtual mentoring and online CoPs. This article describes a Virtual PLD programme that has been offered in Aotearoa New Zealand from 2009 to date and discusses findings from the associated research study, including benefits that can be specifically equated to the virtual nature of the mentoring and access to the online CoP. Also reported are shifts in mentees’ self-efficacy and perceptions of changes in professional practice.Keywords: online communities; professional development; coaching(Published: 16 September 2015)Citation: Research in Learning Technology 2015, 23: 25566 - http://dx.doi.org/10.3402/rlt.v23.25566

scholarly journals A conceptual framework for developing communities of practice for clean sport education

2021 ◽  
pp. 1-12
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Educational Interventions ◽  
Learning Goals ◽  
Sport Education ◽  
Face To Face ◽  
Alternative Approach ◽  
Developing Communities ◽  
Awareness Raising ◽  
First Time

Abstract. Communities of practice have been suggested to provide an ideal teaching structure that can promote knowledge and skill development. Existing evidence on clean sport education indicates that several educational interventions against doping have been developed so far. However, stakeholders and researchers are not always informed about them. This results in poor coordination of anti-doping efforts made by organizations and stakeholders. The present paper proposes and implements an alternative approach to clean sport education by enabling synergies between academic experts and coaches interested in being informed about clean sport education. More specifically, this paper describes for the first time a face-to-face Community of Practice for Clean Sport Education. The aim of the implemented community of practice was to assist coaches to be better educated about anti-doping. The implementation of a Community of Practice for Clean Sport Education confirmed the ability of this teaching approach to effectively engage coaches in anti-doping education. Participants in the community of practice showed an increased interest in learning more about anti-doping education and set specific learning goals, were helped to better identify what they would prefer to learn, received resources that they were not aware of, were committed to learning about anti-doping and developed a network of people interested in anti-doping. Overall, the community of practice was effective in mobilising people to engage in awareness-raising activities and increase their knowledge about clean sport education.

scholarly journals The Possibility of Water-Cooler Chat? Developing Communities of Practice for Knowledge Sharing within Global Virtual Teams

2011 ◽  
pp. 81-98
Author(s):  
Norhayati Zakaria
Keyword(s):  
Communities Of Practice ◽  
Knowledge Sharing ◽  
Virtual Teams ◽  
Social Relationships ◽  
Cultural Dimensions ◽  
Weak Ties ◽  
Global Virtual Teams ◽  
Team Members ◽  
Developing Communities ◽  
The Impact

This chapter looks at a key concept called communities of practice that helps to facilitate organizational learning through increased knowledge sharing within global virtual teams. By using Granovetter’s (1974) weak ties theory, I suggest that casual acquaintances, known as weak ties have significant implications for social relationships and context, both of which can benefit virtual organizational team members. Furthermore, based on Hofstede’s (1980) cultural dimensions, I also argue that cultural factors can impact one’s willingness to share knowledge. Thus, there are three questions that guide this chapter: (1) How do social relationships and context among global virtual teams affect the development of communities of practice? (2) How does culture affect the knowledge of sharing activities? (3) What is the impact of ICTs on knowledge sharing and the emergence of communities of practice?

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