Collaboration in Communities of Practice

McGregor, Jane

doi:10.4135/9781446216811.n9

Cited by 5 publications

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“…Interestingly, the distribution takes place within limits, although other work from the 'Improving the Quality of Education for All' (IQEA) project (see, for example, Jackson 2000;McGregor 2003) claims that such empowerment creates a staff and student research programme that can challenge existing assumptions. Here, however, Harris and Chapman state that it is important for the headteacher to be 'firm' on values, expectations and standards, 'and occasionally ruthless' (p.10).…”

Section: Research Evidencementioning

confidence: 99%

Distributed Leadership

2005

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Section: Research Evidencementioning

confidence: 99%

Distributed Leadership

2005

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“…The faculty or department in secondary schools is also potentially a prime location for the development of 'communities of practice', where learning as a situated activity allows individuals to develop their understanding of their work (Lave & Wenger, 1999;Wenger et al, 2002), and this perspective is beginning to be employed in relation to teacher workplace learning (Harris & Bennett, 2001;Hodkinson & Hodkinson, 2001;McGregor, 2003), adding a further dimension to understandings of social space in secondary schools. Nespor (1994), however, argues that this approach, while useful, fails to take account of how such communities are maintained and connected to one another in space-time, drawing on different discourses and enmeshed within networks of material technologies and social and cultural relations: in short, their spatialities.…”

Section: The Location Of Teacher Interactionmentioning

confidence: 99%

Making Spaces: teacher workplace topologies

McGregor

2003

Pedagogy, Culture & Society

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Studies of the workplace of teachers commonly focus on the spaces of the classroom, staffroom and school as pre-given and bounded entities. This article explores the possibilities of moving beyond such topographies of enclosure, towards seeing space(-time) as recursively constructed with social relations and so made and remade. Boundaries are then far more porous than suggested by the egg-crate image of isolated classrooms or the individual school embedded in its local context. This article draws on an empirical study of two secondary schools in England to illustrate the utility of a spatial perspective in explaining patterns of association. We may see that the school is not fixed and static but the site for intersecting networks of relations, technology and practice which extend in complex interrelations beyond what is (variably) seen as the institution. If space-time is constantly remade, performed and produced by interconnecting social practices, then there are greater possibilities for understanding the topologies of the school as a workplace for adults.

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“…I am instead interested in discussing a narrower thesis, namely, that the existence of digital technology, and the difference it makes to the character and development of both human and social existence, do not require the postulation of such entities as cyber space or digital space (see Schatzki 2019). This narrower claim applies as much to online teaching (pace McGregor 2003 andJamieson et al 2000) as it does to consuming social media, making online purchases, watching a sporting event live on the computer, and offering goods for sale on Tor.…”

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confidence: 99%

Spatial troubles with teaching under COVID-19

Schatzki

2021

Studies in Continuing Education

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This essay explores the multifaceted underpinning that spaces provide to social affairs, in particular, educating. It does this by examining a particular episode, involving spaces of educating, that reveals this support through its undermining: the sudden rushes to home and online teaching that university instructors in the US underwent in the spring of 2020. Part one of the essay outlines a practice theoretical account of the spaces of social life according to which there are three principal spaces of sociality: material spaces, activity spatialities, and places. The discussion compares this account to educational literature interested in the significance of space for education, contrasts it with a rival ontological viewpoint found in this literature, and concludes with a sketch of the evolving ecology of education bundles. Part Two then uses this account to diagnose spatial challenges that instructors faced that spring when they suddenly found themselves at home teaching. The contrast between what happened then and normal educating at universities makes clear just how crucial diverse spatial features of social life can be to the successful carrying on of education practices. The conclusion points out that this episode also affirms that one form of continuing education for educators is becoming conscious of, better appreciating, and acting on things they already know.

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Collaboration in Communities of Practice

Cited by 5 publications

References 0 publications

Distributed Leadership

Distributed Leadership

Making Spaces: teacher workplace topologies

Spatial troubles with teaching under COVID-19

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