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Leading by example: teacher educators' professional learning through communities of practice

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journal contribution
posted on 2015-10-23, 14:29 authored by Ann Mac PhailAnn Mac Phail, Kevin Patton, Melissa Parker, DEBORAH TANNEHILLDEBORAH TANNEHILL
There has been a limited interest in examining physical education teacher educators role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011). Directed by a landscape of community of practice (CoP) as professional development (Parker, Patton & Tannehill, 2012), this article shares four case studies that demonstrate the extent to which PETE learning can be mapped onto the landscape. In essence, a CoP is sustained over time, involves shared member goals, involves frequent discourse, is active and social, and is characterized by problems being solved by the members. The ideas in this article in tandem with Wenger s (1998) CoP process can encourage teacher educators to consider whether opportunities undertaken in a PETE program, and with colleagues external to the PETE program, encourage an authentic CoP.

History

Publication

Quest;66 (1), pp. 39-56

Publisher

Taylor & Francis

Note

peer-reviewed

Rights

This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Quest, 2014, 66 (1), pp. 39-56, copyright Taylor & Francis, available online at: http://www.tandfonline.com/ http://dx.doi.org/10.1080/00336297.2013.826139

Language

English

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