More notes assignment 3

Notes for assignment 3

This study aims to develop and pilot a new educational intervention and the associated teaching materials for the teaching of digital accessibility awareness in school. Through the process of the pilots, it also intends to capture the development of teacher's pedagogic content knowledge (PCK). PCK is described as a mix of subject knowledge, the pedagogic knowledge to deliver a subject in the classroom context, and an understanding of how students learn the topic (ref)

To capture the pedagogic nature of teaching, such as pedagogy as planned, enacted, and experienced (Refs) this research intends to be situated in the heart of classroom practice and follow the reflective nature of the teaching profession, such as "reflective practice" and "reflection-in-action" (Schon, 1983), and designing as a reflective conversation through ‘knowing in action’, with the evolution of design intentions (Schon, 1992), in this case the design and development of teaching knowledge and materials in practice.

Reflection in action draws its focus from the relationship between learning and the social situations in which it occurs (Lave and Wenger, 1991). 

 

Lesson study situates the learning within a community of practice (Lave, 1991).

 

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. (Reprinted in 1995).

The Reflective Practitioner | How Professionals Think in Action | Dona (taylorfrancis.com)

Schön, D. A. (1992). Designing as reflective conversation with the materials of a design situation. Knowledge-Based Systems, 5(1), 3-14.

schon-reflective-conversation-article-1992.pdf (uml.edu)

 

Notes from:

Communities of Practice as a Social Theory of Learning: a Conversation with Etienne Wenger

Valerie Farnsworth, Irene Kleanthous & Etienne Wenger-Trayne (2016)

Full article: Communities of Practice as a Social Theory of Learning: a Conversation with Etienne Wenger (tandfonline.com)

 

Lave and Wenger (1991) argued that learning does not rest with the individual but is a social process that is situated in a cultural and historical context.

In a community of practice learning takes place through our participation in multiple social practices, practices which are formed through pursuing any kind of enterprise over time. 

 

Notes from:

Teacher education communities of practice: More than a culture of collaboration

Author links open overlay panelKevin Patton and Melissa Parker (2017)

Teacher education communities of practice: More than a culture of collaboration - ScienceDirect

Yet, in others, they are a place where conversations and connections are viewed as a necessity for program development and professional growth (Cole, 1999).

Research indicates that, when provided the opportunity, teacher educators prefer to work with colleagues (Shagrir, 2010).

It is widely accepted that being part of a community, network, or team offers one of the most powerful modes of professional development (MacPhail et al., 2014; Parker, Patton, & Tannehill, 2012); suggesting that learning between members is even more powerful than individual learning (Barak et al., 2010). 

Participation within a community provides a space for authentic conversations, where members find reinforcement in and challenge each other's experiences and stories (Gallagher et al., 2011). Further, knowledge creation is social, produced through meaningful dialog and conversations that occur within communities (Barak et al., 2010). 

Knowledge creation, therefore, is a non-linear process where, “new ideas and innovations emerge between rather than within people” (Paavola, Lipponen, & Hakkarainen, 2004, p. 564).

Many educational theorists have promoted learning as participation (e.g., Dewey, 1916, Lave and Wenger, 1991, Schön, 1983, Vygotsky, 1978). In these situations, learning is assumed to be social and situated.

In recent literature, communities of practice (CoP) represent a promising theme in the professional development of teacher educators (Brody and Hadar, 2011, Hadar and Brody, 2010, Swennen and Bates, 2010).

In one conceptualization, CoP are a social organization in which learning and participation takes place (Boylan, 2010). As such CoP “are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger & Wenger-Trayner, 2015; p. 1). Describing differences in configuration of CoP in practice, Wenger and Wenger-Trayner, (2015; p. 3) stated:

They come in a variety of forms. Some are quite small; some are very large, often with a core group and many peripheral members. Some are local and some cover the globe. Some meet mainly face-to-face, some mostly online. Some are within an organization and some include members from various organizations. Some are formally recognized, often supported with a budget; and some are completely informal and even invisible.

create spaces where faculty learn from and with each other, promoting professional growth (Hadar & Brody, 2010). 

he study of teacher educator professional learning can be greatly enhanced when grounded in the distinguishing elements associated with CoP. For example, trust and respect built within CoP has been shown to lead to safe and supportive environments (Whitcomb, Borko, & Liston, 2009).