Using Wenger’s Communities of Practice to Explore a New Teacher Cohort

Abstract

This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger’s (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices.

A Communities of Practice Approach to Field Experiences in Teacher Education

“…Within such groups, "each participant in a community of practice finds a unique place and gains a unique identity" (Wenger, 1998, p. 76). Scholars who have explored how communities of practice can be harnessed in the context of teaching have illustrated such communities as professional development for veteran teachers (Hollins, McIntyre, DeBose, Hollins, & Towner, 2004;Lotter, Yow, & Peters, 2014), as support for retention of novice teachers (Cuddapah & Clayton, 2011), as bridges between disciplines (Spalding & Wilson, 2006), as means for connecting research and practice (Friedrichsen, Munford, & Orgill, 2006;Wesley, 2003), and as frames for understanding educational leadership (Margolin, 2012). In teacher education, Kaschak and Letwinsky (2015) discuss how the emergence of a community of practice within their methods course, a result of a collaborative service-learning project, encouraged prospective teacher confidence and self-efficacy.…”

Complete Issue

“…Within such groups, "each participant in a community of practice finds a unique place and gains a unique identity" (Wenger, 1998, p. 76). Scholars who have explored how communities of practice can be harnessed in the context of teaching have illustrated such communities as professional development for veteran teachers (Hollins, McIntyre, DeBose, Hollins, & Towner, 2004;Lotter, Yow, & Peters, 2014), as support for retention of novice teachers (Cuddapah & Clayton, 2011), as bridges between disciplines (Spalding & Wilson, 2006), as means for connecting research and practice (Friedrichsen, Munford, & Orgill, 2006;Wesley, 2003), and as frames for understanding educational leadership (Margolin, 2012). In teacher education, Kaschak and Letwinsky (2015) discuss how the emergence of a community of practice within their methods course, a result of a collaborative service-learning project, encouraged prospective teacher confidence and self-efficacy.…”

Teacher Development in Higher Education in an EFL Context: Why Evaluate and How to Evaluate?

“…Furthermore, these communities that can be sometimes school-based supply teachers with alterative professional development routes they could not figure in their individual strategies (Cuddapah & Clayton, 2011). In fact, with the centrality of the community component, teacher networking could be used to accomplish mentoring practices achieved mainly through observation sessions and corroborated via interviews and group discussions.…”