scholarly journals Parents, Teachers and the "Community of Practice"

2014 ◽  
Author(s):  
Jackie Laluvein
Keyword(s):  
Qualitative Research ◽  
Community Of Practice ◽  
Social Inclusion ◽  
Meaningful Participation ◽  
Parent Teacher Relationship ◽  
Research Agendas

Raffo and Gunter (20087) argue that there is insufficient research which has "systematically examined, categorised and synthesised the types of leadership in schools that might assist social inclusion" (p. 397). In this paper I argue that Wenger's concept of a "community of practice", when applied to the parent-teacher relationship, provides a framework for future qualitative research agendas which explore "how social inclusion/exclusion can be defined in terms of access, recognition and meaningful participation issues ('equity')" (Raffo and Gunter, p.397).

scholarly journals Disruptions, distractions, and discoveries: Doctoral students’ reflections on a pandemic

2020 ◽  
pp. 147332502097334
Author(s):  
Chinyere Y Eigege ◽  
Priscilla P Kennedy
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Research Priorities ◽  
Research Strategies ◽  
Current Events ◽  
Research Agendas ◽  
Work Education ◽  
The Impact

This paper describes the reflections of two social work PhD students based on their personal and professional experiences with the COVID-19 pandemic. The students describe their positionality and use that to expound on the impact of the pandemic on their lives. They reflect on the disruptions to their social work education and research priorities including transitioning to online learning and modifications to research agendas. They then discuss ongoing distractions such as worries about getting sick, mental health concerns, and financial constraints. They share their discoveries about glaring disparities in coronavirus infection and death rates, the need to adjust research agendas in response to current events, and the urgency for qualitative research strategies to add meaning to the numbers being reported. In addition, the authors describe shared experiences and intersections they discovered while writing this essay. Finally, recommendations for practice include recommitting to social work values to help surmount the ongoing waves of this pandemic; reimagining social work education so that disparities and injustice intersect with every subject taught and graduates become experts at leading social change; and harnessing the untapped potential of qualitative research to drive real, systemic change.

scholarly journals Ações da formadora e a dinâmica de uma comunidade de prática na constituição/mobilização de TPACK Actions of professor and the dynamics of a community of practice in the constitution/mobilization of TPACK

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Márcia Cristina De Costa Trindade Cyrino ◽  
Loreni Aparecida Ferreira Baldini
Keyword(s):  
Qualitative Research ◽  
Community Of Practice ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Digital Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Mutual Engagement ◽  
Education Process

O objetivo do presente artigo é identificar as ações da formadora e a dinâmica de uma Comunidade de Prática de Formação de Professores de Matemática - CoP- FoPMat que contribuíram para constituição/mobilização de Conhecimentos Tecnológicos e Pedagógicos do Conteúdo – TPACK. Para tanto, foi realizada uma investigação qualitativa de cunho interpretativos da prática dessa comunidade no empreendimento de discutir modos de integrar o software GeoGebra no ensino de matemática. Os resultados evidenciaram que as ações da formadora e a dinâmica da CoP promoveram o engajamento mútuo de seus membros no processo de formação, a constituição de um repertório específico que fomentou a construção/mobilização de conhecimentos necessários para integração tecnologias digitais no ensino de Matemática.The purpose of this article is to identify the actions of the professor and the dynamics of a Community of Practice of Mathematics Teachers Education - CoP-FoPMat that contributed to the constitution/mobilization of Technological Pedagogical Content Knowledge - TPACK. Therefore, a qualitative research of interpretation nature of practice episodes of this community in the project to discuss ways of integrating GeoGebra software in mathematics teaching was done. The results showed that the actions of the professor and dynamics of CoP promoted the mutual engagement of its members in the education process, the establishment of a specific repertoire that fomented the construction/mobilization expertise to integrate digital technologies in mathematics education.

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.

Educational trajectories at the crossroads: The making and unmaking of multilingual communities of learners

Multilingua ◽  
2014 ◽  
Vol 33 (5-6) ◽  
Author(s):  
Gabriele Budach
Keyword(s):  
Secondary Education ◽  
Community Of Practice ◽  
Social Mobility ◽  
Social Inclusion ◽  
Ethnographic Research ◽  
Educational Resource ◽  
Communities Of Learners ◽  
Educational Trajectories ◽  
Multilingual Learning ◽  
Immersion Classroom

AbstractThis article investigates the educational trajectories of young multilingual learners in Germany. Drawing on previous ethnographic research in a primary bilingual German-Italian Two-Way-Immersion classroom, this study examines the continuity and fragmentation of multilingual learning as they occur in the transition from primary to secondary education. Scrutinizing conditions and ideologies which underlie these processes, I argue that, in this context, multilingualism as an educational resource undergoes a fundamental meaning shift. While in primary school multilingualism is valued as capital for social inclusion, permitting the emergence of a temporary, spatio-temporally confined bilingual community of practice (Budach 2009), secondary education emphasizes multilingualism as a form of capital for social mobility and individual distinction, which undermines the conditions for a joint multilingual endeavor. The paper demonstrates how multilingual learners cope with this educational and societal imperative, locating their own position and navigating educational options available to them.

scholarly journals Promoting social inclusion? The impact of village services on the lives of older people living in rural England

2010 ◽  
Vol 31 (2) ◽  
pp. 243-264 ◽  
Author(s):  
PETER DWYER ◽  
IRENE HARDILL
Keyword(s):  
Rural Areas ◽  
Social Inclusion ◽  
Older Men ◽  
Community Based ◽  
Rural Residents ◽  
Goods And Services ◽  
Meaningful Participation ◽  
The Impact ◽  
Rural England ◽  
Community Based Services

ABSTRACTDrawing on data from a qualitative study, this paper explores the impact of ‘village services’ on the lives of people aged 70 or more years living in rural England. Throughout the paper, the phrase ‘village services’ refers to six community-based services and activities provided to help meet the needs of older rural residents, namely lunch clubs, welfare rights information and advice services, befriending schemes and community warden support, in rural areas in three regions of England. It is argued that, in various ways, village services promote social inclusion by enhancing older rural residents' access to the resources, rights, goods and services that encourage social interaction and meaningful participation in community life. It is clear, however, that the overwhelming majority of users of village services are female, that older men are often reluctant to engage with the services on offer, and that the providers of village services need to find new and innovative ways of engaging with older men in rural areas. It is concluded that restricted revenue and capital resources means that the expansion of village services so that they may better meet the requirements of older rural men is unlikely.

scholarly journals Professional socialization: an analytical definition

2019 ◽  
Author(s):  
Homa Sadeghi Avval Shahr ◽  
Shahram Yazdani ◽  
Leila Afshar
Keyword(s):  
Qualitative Research ◽  
Professional Identity ◽  
Community Of Practice ◽  
Professional Socialization ◽  
Professional Community ◽  
Educational Interventions ◽  
Professional Conduct ◽  
Electronic Database ◽  
Review Of Literature ◽  
Specific Culture

Professional socialization is defined as a process through which a person becomes a legitimate member of a professional society. This will have a great impact on an individual’s professional conduct and morality. The aim of this study was to clarify this concept and reduce the ambiguities around it. This was a qualitative research through which the concept of professional socialization was analyzed using Walker and Avant’s eight-step approach. The review of literature for this concept was done using electronic database without any time limitation. The overall search produced about 780 articles, and after reviewing these articles, 21 were selected purposefully. Based on concept analysis, we propose the following analytical definition: Professional socialization is a nonlinear, continuous, interactive, transformative, personal, psychosocial and selfreinforcing process that is formed through internalization of the specific culture of a professional community, and can be affected by individual, organizational and interactional factors. This definition is in accordance with the interactionism perspective. Existence of a particular profession and getting involved in a community of practice are the antecedents of this process, and formation of professional identity and professional development are its consequences. A case model, as well as borderline and related cases, has been introduced for this concept. The results of this study can be used to design useful educational interventions to conduct and facilitate the process.

scholarly journals Análise de tarefas cognitivamente desafiadoras em um processo de formação de professores de MatemáticaAnalysis of cognitively challenging tasks in a process of mathematics teacher education

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Cristina Cirino de Jesus ◽  
Márcia Cristina de Costa Trindade Cyrino ◽  
Hélia Oliveira
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Community Of Practice ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Teacher Education ◽  
Learning Processes ◽  
Challenging Tasks ◽  
Education Process

Neste estudo investigamos que aspectos da natureza de tarefas cognitivamente desafiadoras são considerados por professoras de Matemática, participantes da “Comunidade de Prática de Professores de Matemática Analisando e Refletindo o Ensino de Matemática” - CoP-ProfMARE. Este estudo constitui-se como uma pesquisa qualitativa com características de pesquisa intervenção. Os resultados evidenciaram que as professoras consideraram três aspectos associados à natureza de uma tarefa cognitivamente desafiadora, como aquela que: (i) permite ao aluno construir suas próprias estratégias, (ii) mobiliza o aluno para que explique suas estratégias e justifique seu pensamento e (iii) não explicita um modo de resolução. As reflexões compartilhadas no processo de formação possibilitaram às professoras conhecer as características e as potencialidades de uma tarefa cognitivamente desafiadora e compreender a relevância do papel do professor no trabalho com esse tipo de tarefa, para promover processos de ensino e de aprendizagem centrados no entendimento dos alunos.In this study we investigated the aspects of the nature of cognitively challenging tasks that are considered by mathematics teachers, as participants of a community of practice. The study is a qualitative research with characteristics of intervention research. The results show that teachers considered three aspects associated with the nature of a cognitively challenging task, such as: allowing the student to construct their own strategies, mobilizing the student to explain his/her strategies and justify his /her thinking and does not specify a way of solving. The shared reflections in education process allowed the teachers to understand the characteristics and potentialities of a cognitively challenging task, as well as the important role of the teacher in promoting teaching and learning processes centered on students’ understanding.

scholarly journals "Látszódik azokon a gyerekeken..."

2018 ◽  
Vol 30 (3) ◽  
pp. 71-91
Author(s):  
László Ponyi
Keyword(s):  
Qualitative Research ◽  
Social Integration ◽  
Social Inclusion ◽  
Research Tool ◽  
Educational Activities ◽  
Interview Method ◽  
The North

This paper is based on the empirical part of our PhD. dissertation (PONYI 2017). During the qualitative research, we examined 32 Roma community houses in the North Hungary region in 2015–2016. As a research tool, we have basically chosen a questionnaire and an interview method, which we took primarily with the leaders of the community houses and with the visitors. In our research, we primarily examined the activities, organization and funding of the community houses. In our paper, we mainly focus on the activities of the Roma scene and its educational activities with the aim of promoting and helping social integration and the process of social inclusion.

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