Teacher learning via communities of practice: A Malaysian case study

Murugaiah, Puvaneswary; Azman, Hazita; Thang, Siew Ming; Krish, Pramela

doi:10.5172/ijpl.2012.7.2.162

Cited by 11 publications

(11 citation statements)

References 22 publications

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“…Based on the findings, we agree that developing an inquiry position is neither instinctive nor easy (Ciampa and Gallagher 2016) and do not spontaneously occur in teachers' meetings but require the presence of facilitators. According to Vaughan and Garrison (2005) and Murugaiah et al (2012), the role of the facilitator is important in achieving higher levels of learning processes, particularly the resolution level. The facilitator must be a good listener, a provider of learning resources, confident in the participants' ability to learn and participate in setting expectations; however, the facilitator does not dictate how the teachers work to achieve these expectations (Ostermann and Kotkamp 2002).…”

Section: Discussionmentioning

confidence: 99%

“…For example, Vaughan and Garrison (2005) aimed to understand how a blended learning approach could support the inquiry process in the context of the professional development of Canadian faculty members. Murugaiah et al (2012) sought to explore whether the online community of practice facilitated teacher learning in Malaysia. In this paper, the CoI framework was used to analyse a teacher learning process and form the PLC under study based on CoI elements.…”

Section: Cognitive Presence As An Element In a Coi Frameworkmentioning

confidence: 99%

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Enhancing cognitive presence in teachers’ professional learning communities via reflective practice

Alzayed¹,

Alabdulkareem

2020

Journal of Education for Teaching

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The effectiveness of professional learning communities (PLCs) in schools depends significantly on the extent of fostering teacher learning. In this explanatory case study, 16 female teachers from a girls' high school in Saudi Arabia joined a reflective practice programme where they engaged in collaborative inquiry to solve a problem in their work. The study sought to understand how reflective practice enhances the cognitive presence levels, namely triggering event; exploration; integration and resolution, in a teacher's PLC. Data sources included transcripts of face-toface and online discussions and focus group interviews. Analysis of discussions revealed that the participants were capable of movement through the four levels of cognitive presence, reaching the higher levels in which knowledge is built and applied. Interviews analyses generated four themes indicating factors that contribute to the emergence of higher levels of cognitive presence during the reflective practice programme. These factors comprise focus on experience and real practice, long-term training in the school context, social cohesion and the facilitator's role. This study provides evidence for the potential of reflective practice to support teachers' learning in PLCs. At the same time, it calls for further research on effective methods that facilitators of reflective practice use to prompt this learning.

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Section: Discussionmentioning

confidence: 99%

Section: Cognitive Presence As An Element In a Coi Frameworkmentioning

confidence: 99%

Enhancing cognitive presence in teachers’ professional learning communities via reflective practice

Alzayed¹,

Alabdulkareem

2020

Journal of Education for Teaching

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“…The more experienced teachers are, for obvious reasons, the central participants and thus engage more deeply, are more invested in the Communities of Practice, and have more experience to share. The peripheral participants (student teachers) often feel intimidated, lack the confidence to contribute, and so rarely interact in group discussions or offer their inputs freely (Murugaiah et al 2012). This lack of confidence and experience affects participation, which in turn affects the student teachers' learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Postgraduate Certificate in Education Student Teachers’ Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

Msimanga

Mabalane

Ramaila

et al. 2021

IJHE

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Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic qualitative research design and involved a group of PGCE student teachers at a South African university. Data, which was thematically analysed, was generated by means of reflective group discussions and summaries. The study was underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. The study revealed that student teachers perceived Communities of Practice as a sustainable and collaborative means through which their professional practices can be enhanced. In addition, Communities of Practice are viewed as an effective catalyst to strengthen school management in its broadest sense. Contextually appropriate recommendations for strengthening initial pre-service teacher training within the broader South African context are provided.

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“…Now, some years later, we know that teachers frequently use various forums, such as websites, personal blogs, Twitter, and Facebook, as resources for networking, sharing knowledge, giving and receiving advice, sharing and discussing curricular material, etc. (e.g., Bergviken Rensfeldt et al, 2018;Bissessar, 2014;Manca & Ranieri, 2014;Murugaiah et al, 2012). This illuminates the evolving role of teachers as both users and designers of teaching resources (Liljekvist, 2016;Pepin et al, 2013;Ruthven, 2016).…”

Section: Introductionmentioning

confidence: 98%

Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities

Liljekvist

Randahl

Bommel

et al. 2020

Scandinavian Journal of Educational Research

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As teachers' informal professional development is visible in social media, this study probes teachers' participation in self-organized Facebook groups in mathematics or Swedish-language education. In total, 553 posts from six Facebook groups were categorized using Shulman's knowledge-base framework, and analysed using systemic functional grammar. Teachers use "questions" and "offers" most frequently (88%). Within these speech functions, pedagogical content knowledge dominates (63%), indicating that these groups constitute professional learning communities that teachers use as a professional development resource, focusing the interaction on pedagogical content knowledge. This study finds a largely similar practice in Facebook groups across the two subjects.

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Teacher learning via communities of practice: A Malaysian case study

Cited by 11 publications

References 22 publications

Enhancing cognitive presence in teachers’ professional learning communities via reflective practice

Enhancing cognitive presence in teachers’ professional learning communities via reflective practice

Postgraduate Certificate in Education Student Teachers’ Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities

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