Supporting teacher candidates to become collaborative teaching professionals: developing professional capital through a collaborative inquiry-based community of practice

Abstract

PurposeThis paper draws on data from a research project that examined the impact of a community of practice (CoP) model of teaching practicum that engaged teacher candidates in collaborative inquiry projects based on self-identified problems of practice that emerged during their practicum experiences.Design/methodology/approachA qualitative approach was adopted to better understand the ways in which the CoP served as a support mechanism for teacher candidates to develop social capital during internship. Data collection included anecdotal observation notes, student postings in online discussion forums, and a one-hour post-project focus group. Data analysis was rooted in phenomenology (Lin, 2013) and was guided by the four pronged coding process outlined by Bicudo (2000).FindingsAs the paper illustrates, the CoP created rich opportunities for teacher candidates to cultivate social capital, which positively impacted their human and decisional capital. Relatedly, teacher candidates demonstrated an enhanced sense of collective efficacy and an understanding of the significance of collaborative professional cultures on their continued growth as members of the teaching profession.Originality/valueWhile a number of studies have considered various factors impacting the professional capital of practicing teachers, the development of professional capital amongst interning teachers remains as an under-explored area in the research literature.

Student Virtual Social Practices between China and Nepal

“…The virtual social practice for pre-service teacher students is critical [3][6]; it transfers students to situate in the real world of teaching practice. Although social media can be served as a support mechanism for teacher candidates to develop social capital during internship [12]. Global social practice is also a necessity for teacher-students to develop all-around skills for the 21st century [1].…”

“…LivePBL virtual social practices can break many barriers exited in conventional education models. The most distinct advantage to doing so can be the incorporated and embedded professional developments in the practices [12] [18]. LivePBL can be used in the training across China with multiple layers matching the actor-based roles of international learners, music industrial sectors, social events, music festivals, and projects (see Figure 3).…”

Virtual communities of practice as responses to the turbulence of 2020: developing equity and justice leadership

“…CoPs can develop professional capital in various ways, enhancing collective efficacy and promoting professional collaboration (Osmond-Johnson and Fuhrmann, 2022). When members conduct collaborative inquiry, CoPs provide space for peer interaction and for developing networks to which developing professionals may turn for advice (Osmond-Johnson and Fuhrmann, 2022). Campbell (2020) highlights the increasing complexity of educators' work, exacerbated even more via the COVID-19 pandemic.…”

Autism for the professions: one university, three colleges and one undergraduate course

“…Importantly, aside from meeting standards of our own disciplines, to be seen as valid, this collaborative summative assessment addressed the following cross-disciplinary, joint standards from the CEC and the Autism Society regarding autism training: Standard # 2, Knowledge of Development and Characteristics of Learners (K1-K6); # 3, Knowledge of Individual Learning Differences (K1-K3); # 8, Knowledge of Assessment (K1-K4); and # 10, Collaboration (K1) (CEC, 2020). Applying this model of interprofessional education through multidisciplinary teaching and experiential and collaborative learning has been suggested as the optimal way to train professionals in health and human service programs (Gilbert, 2005) and education (Osmond-Johnson and Fuhrmann, 2022).…”