Leading by Example: Teacher Educators' Professional Learning Through Communities of Practice
Leading by Example: Teacher Educators' Professional Learning Through Communities of Practice
复制标题
以身作则：教师教育工作者通过实践社区进行专业学习
DOI：
10.1080/00336297.2013.826139
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发表时间：
2014
期刊：
影响因子：
2.8
通讯作者：
D. Tannehill
中科院分区：
文献类型：
--
作者：
A. MacPhail;K. Patton;M. Parker;D. Tannehill
人们对检验体育教师教育工作者在体育教师教育 (PETE) 计划中嵌入职业责任和对教师教育工作者和职前教师继续专业学习的承诺的作用和实践兴趣有限 (MacPhail, 2011) 在作为专业发展的实践社区 (CoP) 景观的指导下 (Parker, Patton & Tannehill, 2012)，本文分享了四个案例研究，展示了 PETE 学习可以在多大程度上映射到景观。从本质上讲，CoP 是随着时间的推移而持续的，涉及共同的成员目标，涉及频繁的讨论，是积极的和社会性的，其特点是由成员解决问题。本文中的想法与 Wenger (1998) 的 CoP 流程相结合，可以鼓励教师教育工作者考虑在 PETE 计划中以及与 PETE 计划外部的同事一起提供的机会是否会鼓励真正的 CoP。
There has been a limited interest in examining physical education teacher educators’ role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape of community of practice (CoP) as professional development (Parker, Patton & Tannehill, 2012), this article shares four case studies that demonstrate the extent to which PETE learning can be mapped onto the landscape. In essence, a CoP is sustained over time, involves shared member goals, involves frequent discourse, is active and social, and is characterized by problems being solved by the members. The ideas in this article in tandem with Wenger's (1998) CoP process can encourage teacher educators to consider whether opportunities undertaken in a PETE program, and with colleagues external to the PETE program, encourage an authentic CoP.