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ERIC Number: EJ785257
Record Type: Journal
Publication Date: 2008-Feb
Pages: 20
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1386-4416
Developing a Communal Identity as Beginning Teachers of Mathematics: Emergence of an Online Community of Practice
Goos, Merrilyn E.; Bennison, Anne
Journal of Mathematics Teacher Education, v11 n1 p41-60 Feb 2008
The aim of this study is to investigate how a community of practice focused on becoming a teacher of secondary school mathematics emerged during a pre-service teacher education programme and was sustained after students graduated and began their first year of full-time teaching in schools. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger's (1998) three defining features of a community of practice: mutual engagement of participants, negotiation of a joint enterprise, and development of a shared repertoire for creating meaning. Emergence of the online community was associated with our own role in facilitating professional dialogue, the voluntary and unstructured nature of participation, initial face-to-face interaction that created familiarity and trust, and the convenience of using email rather than logging on to a website. The study shows that the emergent design of the community contributed to its sustainability in allowing the pre-service and beginning teachers to define their own professional goals and values.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A