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020			_a9789813363540
024	7		_a10.1007/978-981-33-6354-0 _2doi
040			_aMN-UlMNUE _bENG _cMN-UlMNUE _dMN-UlMNUE _erda
041			_aENG
050		4	_aLB1705-2286
072		7	_aJNMT _2bicssc
072		7	_aEDU046000 _2bisacsh
072		7	_aJNMT _2thema
082	0	4	_a370.711 _223
100	1		_aMercieca, Bernadette Mary. _eauthor. _0(orcid)0000-0002-4357-806X _1https://orcid.org/0000-0002-4357-806X _4aut _4http://id.loc.gov/vocabulary/relators/aut _91974
245	1	0	_aSustaining Communities of Practice with Early Career Teachers _h[electronic resource] : _bSupporting Early Career Teachers in Australian and International Primary and Secondary Schools, and Educational Social Learning Spaces / _cby Bernadette Mary Mercieca, Jacquelin McDonald.
250			_a1st ed. 2021.
264		1	_aSingapore : _bSpringer Nature Singapore : _bImprint: Springer, _c2021.
300			_aXXII, 173 p. 18 illus., 14 illus. in color. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_a1 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.
520			_aThis 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.
650		0	_aTeachers—Training of. _91408
650		0	_aSchools. _91586
650		0	_aLearning, Psychology of.
650	1	4	_aTeaching and Teacher Education. _91412
650	2	4	_aSchool and Schooling. _91587
650	2	4	_aInstructional Psychology.
700	1		_aMcDonald, Jacquelin. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _91975
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9789813363533
776	0	8	_iPrinted edition: _z9789813363557
776	0	8	_iPrinted edition: _z9789813363564
856	4	0	_uhttps://doi.org/10.1007/978-981-33-6354-0
942			_2ddc _cEBOOK
999			_c105379 _d105379