Sustaining Communities of Practice with Early Career Teachers [electronic resource] : Supporting Early Career Teachers in Australian and International Primary and Secondary Schools, and Educational Social Learning Spaces / by Bernadette Mary Mercieca, Jacquelin McDonald.

By: Contributor(s): Material type: TextTextLanguage: English Publisher: Singapore : Springer Nature Singapore : Imprint: Springer, 2021Edition: 1st ed. 2021Description: XXII, 173 p. 18 illus., 14 illus. in color. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789813363540
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 370.711 23
LOC classification:
  • LB1705-2286
Online resources:
Contents:
1 What is a community of practice? -- 2 The value of communities of practice for early career teachers -- 3 Sustaining communities of practice: The role of the principal -- 4 Sustaining communities of practice: The role of the facilitator or social artist -- 5 Sustaining online communities of practice -- 6 Implications for practice, policy and research -- 7 Implications for schools, policy-makers and initial teacher institutions -- 8 Conclusion.
In: Springer Nature eBookSummary: This book focuses on sustaining communities of practice in primary and secondary schools in Australia and internationally for the professional learning of all teachers, and particularly, early career teachers. Informed by the communities of practice research of Wenger-Trayner, it shows what factors are conductive to the sustainability of communities of practice, drawing particularly on a case study of an Australian regional secondary school, and explores how it has sustained support particularly for early career teachers over a three-year period. The first chapters of the book provide longitudinal perspectives using qualitative data and include perspectives from a variety of stakeholders, including the principal, the professional learning coordinator and the early career teachers who have experienced the school’s Communities of practice over three or more years. It offers practical suggestions on how to implement and improve communities of practice in schools and highlights the increasing importance of online communities to support early career teachers. Policy-makers, school principals, teacher educators and teaching practitioners find the book useful for implementing and sustaining communities of practice in schools. Subsequent chapters explore the value of online communities, such as Twitter communities; the role of collegial support networks in supporting early career teachers in Flemish primary education; and professional learning in Northern Ireland pre- and in-service teacher networked communities.
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1 What is a community of practice? -- 2 The value of communities of practice for early career teachers -- 3 Sustaining communities of practice: The role of the principal -- 4 Sustaining communities of practice: The role of the facilitator or social artist -- 5 Sustaining online communities of practice -- 6 Implications for practice, policy and research -- 7 Implications for schools, policy-makers and initial teacher institutions -- 8 Conclusion.

This book focuses on sustaining communities of practice in primary and secondary schools in Australia and internationally for the professional learning of all teachers, and particularly, early career teachers. Informed by the communities of practice research of Wenger-Trayner, it shows what factors are conductive to the sustainability of communities of practice, drawing particularly on a case study of an Australian regional secondary school, and explores how it has sustained support particularly for early career teachers over a three-year period. The first chapters of the book provide longitudinal perspectives using qualitative data and include perspectives from a variety of stakeholders, including the principal, the professional learning coordinator and the early career teachers who have experienced the school’s Communities of practice over three or more years. It offers practical suggestions on how to implement and improve communities of practice in schools and highlights the increasing importance of online communities to support early career teachers. Policy-makers, school principals, teacher educators and teaching practitioners find the book useful for implementing and sustaining communities of practice in schools. Subsequent chapters explore the value of online communities, such as Twitter communities; the role of collegial support networks in supporting early career teachers in Flemish primary education; and professional learning in Northern Ireland pre- and in-service teacher networked communities.

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