NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ913113
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0022-4871
Using Wenger's Communities of Practice to Explore a New Teacher Cohort
Cuddapah, Jennifer L.; Clayton, Christine D.
Journal of Teacher Education, v62 n1 p62-75 Jan-Feb 2011
This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) "Communities of Practice" social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices. (Contains 1 note and 3 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A