scholarly journals Preservice Teachers’ Professional Development in a Community of Practice Summer Literacy Camp for Children At-Risk: A Sociocultural Perspective

2015 ◽  
Author(s):  
Janet Richards
Keyword(s):  
Professional Development ◽  
At Risk ◽  
Preservice Teachers ◽  
Community Of Practice ◽  
Doctoral Students ◽  
Sociocultural Perspective ◽  
Children At Risk ◽  
Multiple Perspectives ◽  
Practice Model ◽  
Teachers Professional Development

This inquiry applied an innovative sociocultural framework to examine transformations in preservice teachers’ professional development as they worked with children at-risk in a summer literacy camp. The camp incorporated a community of practice model in which teams of master’s and doctoral students mentored small groups of preservice teachers. The study examined preservice teachers ’ learning following Rogoff’s (1995, 1997) notions of the personal, interpersonal, and community planes of analysis. The research also employed a postmodernist crystallization imagery to capture multiple perspectives on the preservice teachers’ growth. The study assigns importance to the contextual dimensions in which learning takes place, and emphasizes that learning is nourished by interactions with others.

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.

scholarly journals Equity-Minded Faculty Development: An Intersectional Identity-Conscious Community of Practice Model for Faculty Learning

2018 ◽  
Vol 29 (1) ◽  
Author(s):  
Kimberly Costino
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Students Of Color ◽  
Female Students ◽  
Institutional Transformation ◽  
Practice Model ◽  
Faculty Interaction ◽  
Inclusive Learning ◽  
Faculty Learning ◽  
Working Class Students

Equity-minded institutional transformation requires robust faculty learning.  Research has shown that the single most important factor in student success is faculty interaction.  Positive, supportive, and empowering faculty interaction is particularly important to the success of female students, poor and working class students, and students of color, but most faculty are not prepared to offer the kind of support that has been shown to be most effective for marginalized students.  If institutions are serious about equity and about transformation, then they are obligated to provide professional development that will support the learning necessary for faculty to fulfill these important roles and to support faculty financially or by buying their time to participate in it.  An effective way to do this is to align such professional development with the urgent needs of the campus and their related campus-wide initiatives.  This article describes a community of practice model of identity-conscious professional development that engages faculty in a scholarly approach to the science of learning and evidence-based teaching and curriculum development while at the same time insistently and consistently incorporating critical reflection on and exploration of how systems of power and oppression impact learning. We believe this faculty engagement is key to transforming our institution into a more equitable and inclusive learning environment for students and faculty alike.

scholarly journals From Periphery to the Core: Promoting College English Teachers’ Professional Development From the Perspective of Community of Practice

2019 ◽  
Vol 12 (9) ◽  
pp. 74
Author(s):  
Li Huiyin
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
English Teachers ◽  
Theoretical Framework ◽  
Chinese Teachers ◽  
College English ◽  
The Core ◽  
Teaching Group ◽  
Teachers Professional Development

Collaborative lesson preparation is a common practice for Chinese teachers who work together to solve their teaching difficulties and problems. Based on the theoretical framework of community of practice (CoP), this paper describes how a teaching group in a university (entitled G University) in China was engaged in its lesson-preparation community and how the collaboration in lesson preparation impacted teachers’ professional development. Based on the findings of the study some lessons have been drawn about how to establish a successful CoP to promote Chinese teachers’ professional development.

scholarly journals Using Facebook as an e-portfolio in enhancing pre-service teachers’ professional development

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Muhammad Kamarul Kabilan
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Professional Learning ◽  
Future Teachers ◽  
Online Teacher ◽  
Teacher Portfolio ◽  
Teachers Professional Development

<p class="Body1">This study aims to determine if <em>Facebook</em>, when used as an online teacher portfolio (OTP), could contribute meaningfully to pre-service teachers’ professional development (PD) and in what ways the OTP can be meaningful. Pre-service teachers (<em>n</em> = 91) were asked to develop OTP using <em>Facebook</em> and engage in learning and professional development (PD) activities for 14 weeks. Questionnaires, open-ended items and reflective reports were used to collect data and it was found that many of the pre-service teachers benefitted quite significantly in terms of their development as future teachers through these five facets: (i) community of practice; (ii) professional learning and identity; (iii) relevant skills; (iv) resources; and (v) confidence.</p>

scholarly journals ”Ingen kan bygge romferge alene” - Læreres utbytte av faglig etterutdanning innen romteknologi. "“You can’t build the space shuttle all alone!” - How teachers benefit from partici pating in an in-service course in space technology"

2012 ◽  
Vol 8 (3) ◽  
pp. 213-226
Author(s):  
Hanne Mehli ◽  
Berit Bungum
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Science Teachers ◽  
Space Shuttle ◽  
Space Technology ◽  
Short Term ◽  
Scientists And Engineers ◽  
Teachers Professional Development ◽  
Depth Interviews

This article reports a case study of how science teachers benefit from participation in an in-service course on space technology at Andøya Rocket Range in Northern Norway. The course deviates from current policy for teachers’ professional development by being short-term, targeting individual teachers and by having a somewhat narrow subject focus. In this course, teachers work closely with space scientists and engineers, forming a community of practice in highly technological settings. The transfer of this experience to classroom teaching is clearly challenging. By means of in-depth interviews, we have investigated teachers’ outcome from the course and how they see it benefiting their teaching. Results indicate three main categories of outcome: Affective outcome; content knowledge and practical skills; and technological process knowledge. This outcome is found to have an indirect, yet important, influence on the teaching of science that should be taken into account in policy for science teachers’ professional development.

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