A community of practice approach to the co-development of digital pedagogy: a case study of primary school teacher education practicum

Väätäjä, Janne

doi:10.1080/02619768.2023.2198102

Cited by 4 publications

(1 citation statement)

References 22 publications

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“…This lack of variety could result in less effective teaching and learning practices. This aligns with the principle that important components of successful practitioner communities are their ability to exchange knowledge, share experiences, and collaborate to find solutions while fostering good practices among their members (Baker & Beames, 2016;King, 2016;Lieberman & Wood, 2002;Väätäjä, 2023;Wenger, 1998;Wenger & Traynee, 2015). Furthermore, having members with more experience in the community allows individuals to take on various roles, including leadership and being good followers.…”

Section: Discussionmentioning

confidence: 63%

Impact of Community of Practice and Lesson Study on Fostering the Student Thinking Competency

Cojorn,

Sonsupap

2024

IJELS

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Ample studies have confirmed that the concepts of Community of Practice and Lesson Study can effectively develop professional development, especially in the design of learning. This positive impact on learners is also evident. Therefore, this study aimed to examine the results that occurred with students who learned from teachers who used activities based on the concepts of Community of Practice and Lesson Study, focusing on studying cognitive competencies, including creative thinking, problem-solving, and analytical thinking. The study involved 60 elementary school students from 5 different science classrooms, taught by 5 collaborating teachers. In this research, two communities of practice were established: (i) Community of Practice A (CoP A), consisting of teachers with varying teaching experiences and teaching fifth-grade students, and (ii) Community of Practice B (CoP B), consisting of teachers with similar teaching experiences and teaching sixth-grade students. Data for this study was collected quantitatively through measures of analytical thinking, problem-solving, and creative thinking. The research results revealed that the students’ thinking competencies improved significantly. In CoP A, the students demonstrate a positive trajectory in developing competencies across all thinking competency, particularly excelling in analytical thinking. In problem-solving and creative thinking, the majority exhibit proficiency ranging from high to moderate levels. Meanwhile, in CoP B, most of the students show positive progress in thinking competencies, with high and moderate proficiency in problem-solving and creative thinking. However, there’s a noticeable trend of moderate to low emphasis on analytical thinking.

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Section: Discussionmentioning

confidence: 63%

Impact of Community of Practice and Lesson Study on Fostering the Student Thinking Competency

Cojorn,

Sonsupap

2024

IJELS

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Teacher preparation and continuous professional development: A review of ‘missing links’

Mgaiwa,

Milinga

2024

Social Sciences & Humanities Open

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Exploring Mutual Learning of Four Chinese Senior High School EFL Teachers in a Collaborative Action Research Community

Zheng,

Huan

2023

Chinese Journal of Applied Linguistics

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English as a Foreign Language (EFL) teachers’ professional development has been attached much importance with the advent of the National English Curriculum Standards (NECS in short) for Senior High Schools as it initiates the shift from knowledge-skill-oriented education to competence-oriented education. As an effective way for teachers’ professional development, collaborative action research community is introduced in this study to provide teachers with opportunities for mutual engagement, meaning negotiation, and a shared repertoire. Four senior high school EFL teachers from four different schools were studied in a collaborative action research community to explore how teachers from diversified backgrounds achieve mutual learning for their professional development. With data collected from observation, interviews, and journals, the study reveals that diversity and partiality help maintain mutual engagement in the community of practice. Meaning negotiation and mutual accountability in a joint enterprise contribute to the coherence of the community. Moreover, the participative activity of online and offline group discussion and the common topic of thinking visualization were treated as sources of a shared repertoire, an essential indication of a harmonious community. In this case, this study extrapolates how the collaborative action research community achieves harmony to support teachers’ professional development in action research.

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A community of practice approach to the co-development of digital pedagogy: a case study of primary school teacher education practicum

Cited by 4 publications

References 22 publications

Impact of Community of Practice and Lesson Study on Fostering the Student Thinking Competency

Impact of Community of Practice and Lesson Study on Fostering the Student Thinking Competency

Teacher preparation and continuous professional development: A review of ‘missing links’

Exploring Mutual Learning of Four Chinese Senior High School EFL Teachers in a Collaborative Action Research Community

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