Leading by Example: Teacher Educators' Professional Learning through Communities of Practice

Autor/inn/en	MacPhail, Ann; Patton, Kevin; Parker, Melissa; Tannehill, Deborah
Titel	Leading by Example: Teacher Educators' Professional Learning through Communities of Practice
Quelle	In: Quest, 66 (2014) 1, S.39-56 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2013.826139
Schlagwörter	Communities of Practice; Role Models; Teacher Educators; Professional Development; Case Studies; Physical Education; Sequential Approach; Teacher Education Programs; Physical Education Teachers; Educational Principles; Institutional Cooperation; Research Projects; Organizational Change; Performance Factors; Instructional Leadership; Higher Education + Suchen Sie Ihr Suchwort? Community; Identifikationsfigur; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Körpererziehung; Sportunterricht; Schrittfolge; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Bildungsprinzip; Institute; Co-operation; Cooperation; Institut; Kooperation; Forschungsvorhaben; Organisationswandel; Leistungsindikator; Instruction; Leadership; Bildung; Erziehung; Führung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10