Teachers in communities of practice : perspectives and experiences from three doctoral research studies

Abstract

This chapter delves into the notion of community of practice (CoP) from the perspective undertaken by three doctoral research studies focusing on the continuing professional development (CPD) of mathematics, science and physical education secondary school teachers in Malta. Within a local context in which teacher development through participation in CoP is still in its infancy, we discuss how our understandings and experiences of CoP inform our designs. All three CPD programmes are designed to assist teachers in developing and deepening understandings of both pedagogy and content. Yet, while for the mathematics and science programmes CoP was designed within CPD, for physical education CoP became an emergent component. This chapter will focus on four design features for creating and cultivating communities of practice – the learning environment, reflective practices, the negotiation of meanings and long-term engagement. These features are analysed from data related to accounts of practice from the perspectives and experiences of teacher-participants and the three researchers within their CoP. For the three CPD programmes, the CoP component offered space for teachers to gain more ownership, encouraging reviewing and constructing new knowledge and, along the process engage in deeper reflection on practice. These experiences highlight the need to move from isolated learning practices towards more collegial approaches.