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Title: Teachers in communities of practice : perspectives and experiences from three doctoral research studies
Authors: Calleja, James
Mizzi, Doreen
Riolo, Ivan
Keywords: Career development
Education, Secondary -- Curricula -- Malta
Mathematics -- Study and teaching (Secondary) -- Malta
Science -- Study and teaching (Secondary) -- Malta
Mathematics and physical education -- Study and teaching (Secondary) -- Malta
Community development
Teachers -- Training of -- Malta
Issue Date: 2018
Publisher: Foundation for the Development of the Education System
Citation: Calleja, J., Mizzi, D., & Riolo, I. (2018). Teachers in communities of practice: perspectives and experiences from three doctoral research studies. In M. Attard Tonna, & J. Madalińska-Michalak (Eds.), Teacher Education Policy and Practice International Perspectives and Inspirations (pp. 344-371). Warsaw: Foundation for the Development of the Education System.
Abstract: This chapter delves into the notion of community of practice (CoP) from the perspective undertaken by three doctoral research studies focusing on the continuing professional development (CPD) of mathematics, science and physical education secondary school teachers in Malta. Within a local context in which teacher development through participation in CoP is still in its infancy, we discuss how our understandings and experiences of CoP inform our designs. All three CPD programmes are designed to assist teachers in developing and deepening understandings of both pedagogy and content. Yet, while for the mathematics and science programmes CoP was designed within CPD, for physical education CoP became an emergent component. This chapter will focus on four design features for creating and cultivating communities of practice – the learning environment, reflective practices, the negotiation of meanings and long-term engagement. These features are analysed from data related to accounts of practice from the perspectives and experiences of teacher-participants and the three researchers within their CoP. For the three CPD programmes, the CoP component offered space for teachers to gain more ownership, encouraging reviewing and constructing new knowledge and, along the process engage in deeper reflection on practice. These experiences highlight the need to move from isolated learning practices towards more collegial approaches.
ISBN: 9789949290239
Appears in Collections:Scholarly Works - FacEduLLI

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