Post-modern reality shock: Beginning teachers as sojourners in communities of practice

Gorospe, José Miguel Correa; Arbelaiz, Asunción Martínez; Apraiz, Estíbaliz Jiménez de Aberasturi

doi:10.1016/j.tate.2015.02.007

Cited by 73 publications

(36 citation statements)

References 39 publications

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“…That knowledge of themselves as professionals can be equated to a self-positioning in the community, which is observable through discursive acts of positioning (Correa, Martinez-Arbelaiz & Aberasturi-Apraiz, 2015). This knowledge of themselves as self-positioning can be seen in the samples below.…”

Section: Members' Reconstruction Of Knowledgementioning

confidence: 97%

“…This piece of interaction shows that Sue and Anne engage in the sharing of ideas through discussion and dialogue, a known feature of CoP according to Correa et al (2015), to design didactic alternatives for the lesson, which happens to be the same for both participants. In doing so, Sue considers herself a teacher with limited abilities in the language but invests in the participation to design better didactic materials with her peers.…”

Section: Forms Of Professional Knowledge Constructed Through Participmentioning

confidence: 99%

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Empowering Non-licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

Garzón¹,

Castañeda-Peña²

2017

ELT

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Research has accumulated important knowledge over recent decades on how licensed language teachers develop and learn from cognitive and socio-cultural stances. Yet, relatively little evidence exists on how non-licensed-in-English language teachers (NLELTs) grow professionally in their communities. Similarly, few studies have yet investigated the concept of "imagined communities" in the language teaching field with these particular types of population. This study attempts to fill this gap by exploring the possible forms of professional knowledge that NLELTs build through participation in the activities of a learning community. Four non-licensed language teachers participated in a nine-month collaborative-reflective process focused on language teaching practices, in a public school in Bogotá (Colombia). In analyzing their interactions and consequent products, we discuss three dimensions of knowledge construction propelled by the individual visions they brought into the community. Furthermore, we analyze how learning in that present community granted the teachers access to envisioned practices in imagined communities for a desirable future. Based on the findings we argue that success or failure in participation in present, real communities determines imagined affiliation to future communities, their practices and even the NLELTs' preferred future positionings as professionals.

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Section: Members' Reconstruction Of Knowledgementioning

confidence: 97%

Section: Forms Of Professional Knowledge Constructed Through Participmentioning

confidence: 99%

Empowering Non-licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

Garzón¹,

Castañeda-Peña²

2017

ELT

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“…The latter group can have concerns about novice teachers' skills and abilities to lead (Grimsaeth, Nordvik, and Bergsvik 2008) and consider these leadership roles as an unwelcome distraction from learning to be a leader in the classroom. Correa, Martinez-Arbelaiz, and Aberasturi-Apraiz (2015) have referred to this phenomenon as the 'postmodern reality shock', since the potential of novice teachers to change education based on their knowledge and skills is not fully used in practice. Their ideas can lead to resistance rather than enthusiasm of their more experienced colleagues (Correa, Martinez-Arbelaiz, and Aberasturi-Apraiz 2015;Ulvik and Langørgen 2012).…”

Section: Novice Teacher Leadershipmentioning

confidence: 99%

Beginning teachers’ opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members

Meirink

Want

Louws

et al. 2019

European Journal of Teacher Education

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Teacher leadership is often connected to experienced teachers as it is assumed that a certain level of knowledge and experience is needed. Informal teacher leadership, however, can also be expected from beginning teachers. The aim of this study is to study beginning teachers' opportunities for enacting leadership. Twelve pairs, consisting of one school management staff member (e.g. principal, administrators, head of departments) and one beginning teacher, were interviewed. For the analyses, three codes describing levels of leadership (witness, participation, ownership) were used to label the situations reported by the novices and staff members in which they experienced and observed leadership. The findings of this study show that it is possible for beginning teachers to enact leadership roles. They do, however, need to develop knowledge and skills for this purpose. To optimise these leadership competencies, teacher education programmes could consider including this more explicitly in their curriculum. ARTICLE HISTORY

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“…They work collectively on key tasks, and their proficiency levels increase over time. The members rely on support and feedback from the community and share ideas through discussion and dialogue (Correa et al, 2015). The community can be seen as a simple social system; this complex social system can be interpreted as the interaction of simpler social systems.…”

Section: Communities Of Practicementioning

confidence: 99%

“…Teacher CoPs (Cochran-Smith & Lytle, 1999;Correa, Martínez-Arbelaiz, & Aberasturi-Apraiz, 2015;Wenger, 1998) have been called by different names, such as professional learning communities (Dooner, Mandzuk, & Clifton, 2008;Jones et al, 2013) and teacher learning communities (Gao & Wang, 2014;van Es, 2012). The common assumption is that teachers develop their professional knowledge through sharing lesson plans, instructional strategies, and discussion in the CoP (Garet et al, 2001;Gao & Wang, 2014;van Driel, 2010).…”

Section: Introductionmentioning

confidence: 99%

Communities of Practice for Student Assessment in a South Korean Middle School

Hou¹,

Noh

Seounghey

2017

EURASIA J MATH SCI T

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This study examined the interactions of teachers with different professional development (PD) backgrounds in communities of practice (CoPs) formed for student assessment in a South Korean middle school. We analyzed the teachers' collaborative and reflective processes regarding the development, implementation, and feedback processes for student assessment in two CoPs that each consisted of two middle school science teachers. Two different types of CoP were identified: a routine practice CoP and a challenge practice CoP. The routine practice CoP displayed weak interaction between teachers and poor PD, while the challenge practice CoP displayed stronger interaction between teachers and better PD. These two types of CoP were determined by the mutual respect between the teachers. The results of this study can contribute to the development of teacher PD based on its implications for forming teacher CoPs that induce the active participation of members and the formation of mutually respectful relationships among them.

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Post-modern reality shock: Beginning teachers as sojourners in communities of practice

Cited by 73 publications

References 39 publications

Empowering Non-licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

Empowering Non-licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

Beginning teachers’ opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members

Communities of Practice for Student Assessment in a South Korean Middle School

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