NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ915927
Record Type: Journal
Publication Date: 2011-Jan
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1527-9316
Presence without Being Present: Reflection and Action in a Community of Practice
Enfield, Mark; Stasz, Bird
Journal of the Scholarship of Teaching and Learning, v11 n1 p108-118 Jan 2011
Reflection and Communities of Practice are common constructs in teacher education. Co-teaching is often seen as beneficial, yet teacher education students rarely have experiences being co-taught. Thus, reflection, communities of practice, and co-teaching, deserve careful consideration in designing teacher education learning experiences. Based on experiences co teaching, we argue that unexamined assumptions of university education and university structures can influence how future teachers learn through and about these constructs. We apply sociocultural perspectives to reflexively analyze our co-teaching in order to unpack meanings of: reflection in and on action and communities of practice. Through our analysis we raise questions about how structures of educational systems affect learning. Our goal is to consider issues related to the goals of teacher education and the structures that enable meeting those goals.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A