Teacher education communities of practice: More than a culture of collaboration

Kevin Patton, Melissa Parker

Research output: Contribution to journalArticlepeer-review

Abstract

Teacher educator professional learning, like teacher education, can be messy and complex. This study's purpose was to explore physical education teacher educators' understandings of how their participation in communities of practice (CoP) supported their own professional development. More specifically, significant dynamics and group processes of CoP were explored. Results indicated that engagement in CoP provided a foundation for collaboration and reduced isolation, allowing participants to extend teaching and research capacities. Significant social dynamics and group processes that shaped their practice included a common focus, personal and professional relationships, safe but challenging spaces, and shared commitment.

Original languageEnglish
Pages (from-to)351-360
Number of pages10
JournalTeaching and Teacher Education
Volume67
DOIs
Publication statusPublished - Oct 2017

Keywords

  • Communities of practice
  • Physical education teacher education
  • Professional development
  • Professional learning
  • Teacher education

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