Teacher Researchers Creating Communities of Research Practice by the Use of a Professional Development Approach

Autor/inn/en	Holmqvist, Mona; Bergentoft, Heléne; Selin, Per
Titel	Teacher Researchers Creating Communities of Research Practice by the Use of a Professional Development Approach
Quelle	In: Teacher Development, 22 (2018) 2, S.191-209 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmqvist, Mona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1385517
Schlagwörter	Communities of Practice; Teacher Researchers; Faculty Development; Qualitative Research; Institutional Characteristics; Educational Theories; Technology Transfer; Meta Analysis; Secondary School Teachers; Educational Practices; Foreign Countries; Quasiexperimental Design; Pretests Posttests; Sweden + Suchen Sie Ihr Suchwort? Community; Lehrerforschung; Qualitative Forschung; Educational theory; Theory of education; Bildungstheorie; Technologietransfer; Meta-analysis; Metaanalyse; Bildungspraxis; Ausland; Schweden
Abstract	The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger's three boundary dimensions: engagement, imagination, and alignment. The results show that teachers' actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students' learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01