Communities of practice and professional development

Chalmers, Lex; Keown, Paul

doi:10.1080/02601370500510793

Cited by 73 publications

(43 citation statements)

References 14 publications

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“…Social constructivism also illuminates developmental foundations of the principal's practice and the interaction between the principal's developmental capacity and his engagement in school practice. According to social constructivist learning theories, learning is constructive and learners construct and build new conceptualisations and understandings by using what they already know (Chalmers & Keown, 2006;Mahoney, 2003). Its impact is manifested within a specific environment, in this case a primary school in Gauteng, South Africa.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In the light of the above, PD can therefore be operationalised by means of constructivist approaches which recognise the following (Chalmers & Keown, 2006;Darling-Hammond & Richardson, 2009;Paavola et al, 2004;Wenger, 2007;Hodkinson & Hodkinson, 2005):…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Their attitude and commitment to PD also serve as an example for other role players to continue their own learning. As regard constructive theories, the principal acknowledged that PD needs to be closely linked to the context of the school and that development occurs over time (Chalmers & Keown, 2006;Hodkinson & Hodkinson, 2005). Social constructivism also illuminates developmental foundations of the principal's practice and the interaction between the principal's developmental capacity and his engagement in school practice.…”

Section: The Commitment and Attitude Of The Principal To Professionalmentioning

confidence: 99%

“…Under the leadership of the principal, the school in the study has succeeded in sustaining the inviting culture in the school since 1993 (Steyn, 2006). As regard constructive theories, the principal and staff succeeded in acquiring new knowledge, skills and approaches, in particular that of IE, and to interpret their meaning and significance within the school situation (Chalmers & Keown, 2006;Wenger, 2007;Hodkinson & Hodkinson, 2005).…”

Section: Figurementioning

confidence: 99%

“…Furthermore, the development of such a culture indicates that its development is strongly linked to the actual context of the school (Chalmers & Keown, 2006;DarlingHammond & Richardson, 2009:47). The findings also support the externalisation aspect in the study of Reeves et al (2005) that shows how the principal, staff and learners in their interaction used the B+ concept to bring change in their school environment (Olivier & Hipp, 2006;Chappuis et al, 2009).…”

Section: Figurementioning

confidence: 99%

See 4 more Smart Citations

Using reflexive photography to study a principal’s experiences of the impact of professional development on a school: a case study

Steyn

2009

Koers

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: The Commitment and Attitude Of The Principal To Professionalmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

Section: Figurementioning

confidence: 99%

See 3 more Smart Citations

Using reflexive photography to study a principal’s experiences of the impact of professional development on a school: a case study

Steyn

2009

Koers

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Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

Manca,

Raffaghelli,

Sangrà

2023

British Educational Res J

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Holocaust education, which refers to the teaching and learning of the Holocaust—the systematic genocide of six million Jews by Nazi Germany and its collaborators during World War II—is an essential component of history and social studies education in many countries. Its primary aim is to raise awareness of the Holocaust, promote understanding of its historical significance and develop critical thinking and empathy in students. However, despite the increasing specialisation and institutionalisation of Holocaust education, there is still a lack of understanding of how Holocaust educators acquire the knowledge and skills necessary to teach the subject effectively. This study aims to explore the learning ecologies of a group of Italian Holocaust educators, focusing on their motivations for initial and lifelong learning and their learning practices. Ten in‐depth interviews were conducted with teachers from different subject areas. The results showed that participants were driven by either personal or curricular motivations and interests and used a range of learning approaches for both initial and lifelong learning. Although few participants considered digital technologies and social media as a learning environment, they were found to be useful resources. The study concludes with practical implications for further research.

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Digital Library Adoption and the Technology Acceptance Model: A Cross‐Country Analysis

Miller

Khera

2010

E J Info Sys Dev Countries

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In this article, we examine, through the framework of the Technology Acceptance Model (TAM), some of the features that inform user acceptance of a digital library system implementation at agricultural universities in two developing countries: Kenya and Peru. This is a study not only examining factors contributing to adoption of this offline digital library, but also a cross-site comparison, meant to examine the functionality in the developing world of a theoretical model developed in and based on conditions in the developed world. As we unravel predictors of technological acceptance of a digital library implementation in the developing world, we simultaneously investigate a broader question: not just questions regarding improved research in the developing world, but on it as well.We analyze data from both sites on overall measures of perceived ease of use and perceived usefulness (two constructs of the TAM), and on individual measures making up the overall measures. We found the TAM to work well in describing factors that affect usage of digital libraries in developing countries, with perceived usefulness as the main predictor of intent to use this system (The Essential Electronic Agricultural Library, or TEEAL), and with relevance as the major constituent driver of perceived usefulness. Overall, we also found particular predictors of perceived usefulness and perceived ease of use that are consistent across cultures (relevance, trust, and ease of access), while other constructs (social norm, domain knowledge, visibility, and self-efficacy) demonstrated predictive power in only one setting. While post-hoc analyses gave several clues as to drivers of these differences, this study cannot definitively address what causes differences in predictive power between sites. What is clear, however, is that application of the TAM to IT implementation in developing countries must be guided more by the specificities of local circumstances than by the performance of the TAM in highly-developed countries.

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Communities of practice and professional development

Cited by 73 publications

References 14 publications

Using reflexive photography to study a principal’s experiences of the impact of professional development on a school: a case study

Using reflexive photography to study a principal’s experiences of the impact of professional development on a school: a case study

Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

Digital Library Adoption and the Technology Acceptance Model: A Cross‐Country Analysis

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