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DC Field | Value | Language |
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dc.contributor.author | Calleja, James | - |
dc.contributor.author | Mizzi, Doreen | - |
dc.contributor.author | Riolo, Ivan | - |
dc.date.accessioned | 2022-09-02T08:02:06Z | - |
dc.date.available | 2022-09-02T08:02:06Z | - |
dc.date.issued | 2018 | - |
dc.identifier.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. | en_GB |
dc.identifier.isbn | 9789949290239 | - |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/101377 | - |
dc.description.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. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Foundation for the Development of the Education System | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Career development | en_GB |
dc.subject | Education, Secondary -- Curricula -- Malta | en_GB |
dc.subject | Mathematics -- Study and teaching (Secondary) -- Malta | en_GB |
dc.subject | Science -- Study and teaching (Secondary) -- Malta | en_GB |
dc.subject | Mathematics and physical education -- Study and teaching (Secondary) -- Malta | en_GB |
dc.subject | Community development | en_GB |
dc.subject | Teachers -- Training of -- Malta | en_GB |
dc.title | Teachers in communities of practice : perspectives and experiences from three doctoral research studies | en_GB |
dc.type | bookPart | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
Appears in Collections: | Scholarly Works - FacEduLLI |
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