Preparing teachers for the future professional challenges The potential of communities of practice and the practitioner-researcher
Article Sidebar
Main Article Content
Abstract
This reflection starts with the challenges that teacher education faces to explore the formative potential of communities of practice and the practitioner-researcher in teacher education. The starting point is literature review studies identified in the B-on and Scopus databases over the last decade on communities of practice and practitioner researchers in teacher education, supported by evidence from research projects carried out as part of the 2nd Cycle in Physical Education Teaching for Primary and Secondary Education at the Faculty of Sport of the University of Porto. The reflection identifies the advantages of configuring teacher education and professional development as a continuum, in shared spaces, as communities of practice/learning, in which school and faculty teachers cooperate in future teacher education and, at the same time, develop professionally. Communities need to be decentralised and democratic to be sustainable. Research-based teacher education can serve as a driving force to link future teachers to research-informed practices. The permanence of the practitioner-researcher throughout their professional career calls for a school culture that supports and values educational research.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.
How to Cite
References
Ainscow, Mel (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6, 109–124. http://dx.doi.org/10.1007/s10833-005-1298-4
Altrichter, Herbert (2005). The role of the ‘professional community’ in action research. Educational Action Research, 13(1), 11–26. https://doi.org/10.1080/09650790500200274
Alves, Margarida, Queirós, Paula, & Batista, Paula (2017). O valor formativo das comunidades de prática na construção da identidade profissional. Revista Portuguesa de Educação, 30(2), 159–185. https://doi.org/10.21814/rpe.12275
Armour, Katheleen, Quennerstedt, Mikael, Chambers, Fiona, Makopoulou, Kyriaki (2017). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000
Bacak, Julie, & Byker, Eric (2021). Moving from levels of inquiry to the flexible phases of inquiry theory: A literature review of inquiry-based teacher education. Journal of Teacher Education and Educators, 10(2), 255–271. https://dergipark.org.tr/en/pub/jtee/issue/64710/877719
Banchi, Heather, & Bell, Randy (2008). The many levels of inquiry. Science and Children, 46(2), 26–29. https://eric.ed.gov/?id=EJ815766
Batista, Paula (2014). O papel do estágio profissional da (re)construção da identidade profissional no contexto da Educação Física: Cartografia de um projeto de investigação. In Paula Batista, Amândio Graça, & Paula Queirós (Eds.), O estágio na (re)construção da identidade profissional em Educação Física (pp. 9–41). FADEUP.
Batista, Paula (2020). O potencial formativo e os desafios às práticas de supervisão em comunidades de prática: Reflexão sustentada numa experiência pedagógica em contexto de estágio de educação física. In Ana Ribeiro, Ana Luís, Carlos Barreira, & Elsa Ribeiro-Silva (Eds.), A supervisão pedagógica no século XXI: Desafios da profissionalidade docente (pp. 45–63). Imprensa da Universidade de Coimbra. https://doi.org/10.14195/978-989-26-1825-8_2
Batista, Paula (2022). Dinâmicas colaborativas entre a universidade e a escola no contexto da formação de professores: Uma experiência no desenvolvimento do currículo em Educação Física. In CNaPPES 2022: 8º Congresso Nacional de Práticas Pedagógicas no Ensino Superior (pp. 366–369). Escola Superior de Enfermagem de Coimbra.
Batista, Paula, & Amândio, Graça (2021). Construir a profissão no contexto da formação de professores de educação física: Processos, desafios e dinâmicas entre a escola e a universidade. Proposições, 32(1), 1–27. http://dx.doi.org/10.1590/1980-6248-2018-0084
Borko, Hilda, Liston, Dan, & Whitcomb, Jennifer (2007). Apples and fishes: The debate over dispositions in teacher education. Journal of Teacher Education, 58(5), 359–364. https://doi.org/10.1177/0022487107309977
Brooks, Clare (2018). Insights on the field of geography education from a review of master’s level practitioner research. International Research in Geographical and Environmental Education. 27(1), 5–23. https://doi.org/10.1080/10382046.2017.1285134
Cardoso, Inês, Batista, Paula, & Graça, Amândio (2014). Aprender a ser professor em comunidade de prática: Um estudo com estudantes estagiários de Educação Física. In Paula Batista, Amândio Graça, & Paula Queirós (Eds.), O estágio profissional na (re)construção da identidade profissional em Educação Física (pp. 181–207). FADEUP.
Cochran-Smith, Marilyn, & Lytle, Susan (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.
Cochran-Smith, Marilyn, & Lytle, Susan (2009). Teacher research as stance. In Susan E. Noffke & Bridget Somekh (Eds.), The SAGE Handbook of Educational Action Research (pp. 39–49). SAGE.
Comissão Europeia. (2013, 18 junho). Grupo de Alto Nível da UE: Formar os professores para o ensino. Comissão Europeia. https://ec.europa.eu/commission/presscorner/detail/pt/IP_13_554
Cordingley, Phillippa (2004). Teachers using evidence: Using what we know about teaching and learning to reconceptualise evidence-based practice. In Gary Thomas & Richard Pring (Eds.), Evidence-based practice in education (pp. 77–90). Open University Press.
Dana, Nancy, & Yendol-Hoppey, Diane (2020). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (4th ed.). SAGE.
Feiman-Nemser, Sharon (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17–30. https://doi.org/10.1177/0022487101052001003
Ferreira, Janaína, Souza-Neto, Samuel, & Batista, Paula (2022). Desenvolvimento do conhecimento profissional docente no seio de práticas colaborativas: Um estudo no contexto de um programa de formação de professores. Movimento, 28, e28068. https://doi.org/10.22456/1982-8918.127534
Fielding, Michael (2001). Taking education seriously: Four years hard labour. Routledge.
Fletcher, Tim, Chróinín, Déirdre, O’Sullivan, Mary, & Beni, Stephanie (2020). Pre-service teachers articulating their learning about meaningful physical education. European Physical Education Review, 26(4), 885–902. https://doi.org/10.1177/1356336X1989969
Flores, Maria, Vieira, Flávia, & Ferreira, Fernando (2014). Formação inicial de professores em Portugal: Problemas, desafios e o lugar da prática nos mestrados em ensino pós Bolonha. In Célia Borges & Orlando Aquino (Orgs.), A formação inicial de professores: Olhares e perspectivas nacionais e internacionais (pp. 61–96). EDUFU.
Flores, Maria, Vieira, Flávia, Silva, José, & Almeida, Judite (2016). Integrating research into the practicum: Inquiring into inquiry-based professional development in post-Bologna initial teacher education in Portugal. In Maria Flores & T. Al-Barwani (Eds.), Redefining teacher education for the post-2015 era: Global challenges and best practice (pp. 109–124). Nova Science Publisher.
Gomes, Patrícia, Alves, Margarida, Queirós, Paula, & Batista, Paula (2014). Learning through practice: A study with Physical Education pre-service teachers. The Open Sports Sciences Journal, 7(Suppl-2, M6), 121–132. http://dx.doi.org/10.2174/1875399X01407010121
Harper, Douglas (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1), 13–16. https://doi.org/10.1080/14725860220137345
Healy, Mick, & Jenkins, Alan (2009). Developing undergraduate research and inquiry. The Higher Education Academy.
Herrenkohl, Leslei, Kawasak, Kawasaki, & Dewater, Lezlie (2011). Inside and outside: Teacher-researcher collaboration. The New Educator, 6(1), 74–92. https://doi.org/10.1080/1547688X.2010.10399589
Jones, Sarah-Louise, Hall, Tony, Procter, Richard, Connolly, Cornelia, & Fazlagic, Jan (2022). Conceptualising translational research in schools: A systematic literature review. International Journal of Educational Research, 114, 101998. https://doi.org/10.1016/j.ijer.2022.101998
Kansanen, Pertti (2014). Teaching as a master’s level profession in Finland: Theoretical reflections and practical solutions. In Olwen McNamara, Jean Murray, & Marion Jones (Eds.), Workplace learning in teacher education: International practice and policy (pp. 279- 292). Springer. https://doi.org/10.1007/978-94-007-7826-9_16
Kanter, Rosabeth (1972). Commitment and community: Communes and utopias in sociological perspective. Harvard University Press.
Lave, Jean, & Wenger, Etienne (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lee, Dabae, Jung, Jiyoon, Shin, Suhkyung, Otternbreit-Leftwich, Anne, & Glazewski, Krista (2020). A sociological view on designing a sustainable online community for K–12 teachers: A systematic review. Sustainability, 12(22), 9742. https://doi.org/10.3390/su12229742
Li, Linda, Grimshaw, Jeremy, Nielsen, Camila, Judd, Maria, Coyte, Peter, & Graham, Ian (2009). Evolution of Wenger’s concept of community of practice. Implementation Science, 4(11), 1–8. https://doi.org/10.1186/1748-5908-4-11
Lu, Yi- Ling (2016). Experiences in the workplace community and the influence of community experiences on ENP courses for nursing professionals. Nurse Education Today, 40, 39–44. https://doi.org/10.1016/j.nedt.2016.01.025
MacPhail, Ann, & Lawson, Hal (2020). Grand challenges as catalysts for the collaborative redesign of physical education, teacher education, and research and development. In Ann MacPhail & Hall Lawson (Eds.), School, physical education and teacher education: Collaborative redesign for twenty-first century (pp. 1–10). Routledge.
Makopoulou, Kyriaki, & Armour, Kathleen (2011). Physical education teachers’ career-long professional learning: Getting personal. Sport, Education and Society, 16(5), 571–591. https://doi.org/10.1080/13573322.2011.601138
Marcondes, Maria, & Flores, Maria (2014). O auto-estudo e as abordagens narrativobiográficas na formação de professores. Educação PUCRS, 37(2), 297–306. https://doi.org/10.15448/1981-2582.2014.2.13331
Nguyen, Tuan, & Springer, Matthew (2023). A conceptual framework of teacher turnover: A systematic review of the empirical international literature and insights from the employee turnover literature. Educational Review, 75(5), 993–1028. https://doi.org/10.1080/00131911.2021.1940103
Nóvoa, António (2017). Firmar a posição como professor, afirmar a profissão docente. Cadernos de Pesquisa, 47(166), 1106–1133. https://doi.org/10.1590/198053144843
Nóvoa, António (2019). Os professores e a sua formação num tempo de metamorfose da escola. Educação & Realidade, 44(3). https://doi.org/10.1590/2175-623684910
O’Donoghue, Tom, Harford, Judith, & O’Doherty, Teresa (2017). Teacher preparation in Ireland: History, policy and future directions. Emerald.
Parker, Melissa, Patton, Kevin, Gonçalves, Luiza, Luguetti, Carla, & Lee, Okseon (2022). Learning communities and physical education professional development: A scoping review. European Physical Education Review, 28(2), 500–518. https://doi.org/10.1177/1356336X211055584
Petrie, Kirsten (2017). Curriculum reform where it counts. In Catherine Ennis, Kathleen Armour, Ang Chen, Alex C. Garn, Eliane Mauerberg-deCastro, Dawn Penney, Stephen J. Silverman, Melinda A. Solmon, & Richard Tinning (Eds.), Routledge handbook of physical education pedagogies (pp. 705-718). Routledge.
Petticrew, Mark, & Roberts, Helen (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://onlinelibrary.wiley.com/doi/book/10.1002/9780470754887
Phoenix, Cassandra (2010). Seeing the world of physical culture: the potential of visual methods for qualitative research in sport and exercise. Qualitative Research in Sport, Exercise and Health, 2(2), 93–108. https://doi.org/10.1080/19398441.2010.488017
Rutten, Logan (2021). Toward a theory of for practitioner inquiry as professional development in preservice teacher education. Teacher and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103194
Sachs, Judyth (2003). The activist teaching profession. Open University Press.
Senge, Peter (1990) The fifth discipline: The art and practice of the learning organization. Currency/Doubleday.
Tannehill, Deborah, & MacPhail, Ann (2017) Teacher empowerment through engagement in a learning community in Ireland: Working across disadvantaged schools. Professional Development in Education, 43(3), 334–352. https://doi.org/10.1080/19415257.2016.1183508
Watson, Cate (2014) Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29. https://doi.org/10.1002/berj.3025
Wenger, Etienne (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Wenger, Etienne, McDermott, Richard, & Snyder, William (2002). Cultivating communities of practice. Harvard Business School Press.
Zeichner, Kenneth (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 89(11), 89–99. https://doi.org/10.1177/0022487109347671