Reviving praxis: stories of continual professional learning and practice architectures in a faculty-based teaching community of practice
Reviving praxis: stories of continual professional learning and practice architectures in a faculty-based teaching community of practice
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复兴实践：以教师为基础的教学实践社区中持续专业学习和实践架构的故事
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
A. Ruutz
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作者：
Wendy Green;R. Hibbins;L. Houghton;A. Ruutz
Lave和Wenger对实践社区（cop）的概念化对许多人思考工作学习的方式产生了深远的影响。在大学里，cop有潜力满足学者的持续专业学习（CPL）需求，这是正式的结构化课程无法做到的。然而，根据社区内外行使权力的方式，参与cop可能是一种削弱权力的经历。在这里，我们使用叙事的方法，探索以教师为基础的教学实践社区CPL的本质，特别关注个人和非个人之间的联系。尽管接受本研究采访的所有15名CoP成员都表示，自从加入社区以来，他们变得更加创新和自信，但在他们对参与的描述中出现了显著的差异。长期成员和新成员的故事在本质上是不同的：老前辈讲述的是实践的故事，是个人变革的CPL，让他们在更广泛的社会文化教学背景下参与集体行动，而新成员讲述的是一种更个人主义和务实的方法，专注于专业生存。讨论了进一步研究和实践的意义。
Lave and Wenger’s conceptualisation of communities of practice (CoPs) has had a profound impact on the way many think about learning at work. In universities, CoPs have the potential to meet the continuing professional learning (CPL) needs of academics in ways that formal structured programmes cannot. However, participating in CoPs can be a disempowering experience, depending on the way power is exercised within and outside of the community. Using narrative methods here, we explore the nature of CPL in a faculty-based teaching community of practice, paying particular attention to the links between the individual and extra-individual. Although all 15 CoP members interviewed for this study spoke of becoming more innovative and confident teachers since joining the community, noteworthy differences emerged in their descriptions of their engagement. Long-term and new members’ stories were qualitatively different: old-timers told stories of praxis, of personally transformative CPL that involved them in collective action in the wider socio-cultural context of teaching, while newcomers spoke of a more individualistic and pragmatic approach focused on professional survival. Implications for further research and practice are discussed.