Teacher education and communities of practice

Patton, K. and Parker, M., 2017. Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher education, 67, pp.351-360.

https://www.sciencedirect.com/science/article/abs/pii/S0742051X17309617


Stamps, D., 2009. Communities of practice: Learning is social. Training is irrelevant?. In Knowledge and communities (pp. 53-64). Routledge.

https://scholar.google.com/scholar?start=60&q=community+of+practice+theory&hl=en&as_sdt=0,5#d=gs_qabs&t=1699839229665&u=%23p%3DlUj-Ajx7I4oJ

David Stamps uses Xerox’s Integrated Customer Service project as an example of how individuals with common sets of interests and expertise can be used to facilitate peer-driven learning. (ADDRESSING implementation at SCALE).

At the center of this thinking lies the premise that work and learning are social activities, where learning occurs by doing and a shared sense of what it takes to get the job done. Although such thinking often requires a paradigm shift among managers and training departments, significant increases in productivity and innovation are among the benefits achieved by developing and executing a lifelong “learning” rather than “training” strategy.

At the center of this thinking lies the premise that work and learning are social activities, where learning occurs by doing and a shared sense of what it takes to get the job done. 

*Peer driven learning…to establish practice being supported and disseminated in the educational workplace. Encourage new teachers to build and share the practice moving forward.

*Teachers supporting each other’s learning in digital accessibility practices in the DA literature - research to kick start that culture of learning and support. - Shared resources and repositories. Foster these components of the teaching discipline and community of practice and a sustainable model (not just hero experts) - shared endeavour (Lewthwaite).

*Lesson study fosters the community of practice approach. Teacher education context promotes the injection of a new generation of teachers trained in digital accessibility awareness, and encourages a community approach to lifelong and peer learning, synonymous with the teaching profession.


Warhurst, R.P., 2006. “We really felt part of something”: Participatory learning among peers within a university teaching‐development community of practice. International journal for academic development, 11(2), pp.111-122.

https://www.tandfonline.com/doi/full/10.1080/13601440600924462


Denscombe, M., 2008. Communities of practice: A research paradigm for the mixed methods approach. Journal of mixed methods research, 2(3), pp.270-283.

https://journals.sagepub.com/doi/abs/10.1177/1558689808316807


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