On building a community of practice: reflective narratives of academic learning and growth

Abstract

This paper traces the evolution of an academic community of practice and identifies the individual and collective outcomes of participation for the members. The impetus for the community was the joint development of a learning and teaching project grant application that aimed to improve teacher education in music curriculum, and the subsequent implementation of that project. The paper draws on a range of data sources including individual reflective journals, audiorecords and transcriptions of meetings, email archives and discussion board posts of the project team members. The purpose of the paper is to illuminate and interrogate the processes and enabling conditions that supported the development of this academic community of practice, and consider the implications for academics.

Early-career academics’ learning in academic communities

“…Experiences described in the interviews confirm the results of earlier studies that indicated that collaboration, interaction, and support on the horizontal level of the community are essential (Barrett et al, 2009;Trowler & Knight, 2000;Tynan & Garbett, 2007). Collaboration between two beginners creates a good basis for discussions between equal partners, to share their experiences, knowledge, and expertise, and to discuss concerns and uncertainty about the future.…”

“…Previous research on newly-appointed university lecturers (henceforth novice lecturers or early-career academics) on becoming an academic focuses on adapting in different communities, through which one could experience cooperation and support as well as loneliness and isolation (Adams & Rytmaster, 2000;Barrett, Ballantyne, Harrison, & Temmerman, 2009;Åkerlind, 2005;Jauhiainen, Jauhiainen, & Laiho, 2009;Walker, Gleaves, & Grey, 2006). Moreover, the possible insecurity of early-career status and position could be influenced by work-loads, vague work assignments, insufficient feedback, and lack of support (Tynan & Garbett, 2007).…”

“…In the university context, Kreber (2000) found learning about teaching and learning in the disciplines associated with interactions with colleagues, which may explain why certain academics conceive of learning as a communicative process that occurs within a community of peers. The vital prerequisites for learning in the work environment are functioning and efficient communication, collaboration, interaction and support on the horizontal level of the community (Barrett et al, 2009;Boyd, 2010;Kreber, 2000;Trowler & Knight, 2000). Pedagogical courses, the main goal of which is developing teaching skills, can also be regarded as communities when they enable interaction between colleagues.…”

Reflective practice and motion sickness: thoughts on the first North American Action Research Study Day

“…Various authors have examined the kinds of democratized reflective practice that can sustain such a non-hierarchical orientation (for example, Ghaye et al 2008;Barrett et al 2009;McArdle and Coutts 2010). In reflection we recognize the need to have worked more closely with this literature in designing the reflective component of the study day.…”

Communities of Practice as a Professional and Organizational Development Strategy in Local Public Health Organizations in Quebec, Canada: An Evaluation Model

“…A number of studies provide detailed descriptions of CoPs and the factors associated with their implementation (Barrett et al 2009;Chua 2006;McDermott 2000). Millen and colleagues (Fontaine and Millen 2004;Millen et al 2002) assessed the effects of CoPs in 10 organizations from different sectors.…”