Preparing teachers for the future professional challenges
The potential of communities of practice and the practitioner-researcher
DOI:
https://doi.org/10.24840/esc.vi67.776Keywords:
learning community, professional development, research into practiceAbstract
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.
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