Developing Teachers' Pedagogical Identities through a Community of Practice: Learning to Sustain the Use of a Student-Centered Inquiry as Curriculum Approach

Autor/inn/en	Luguetti, Carla; Aranda, Raquel; Nuñez Enriquez, Oscar; Oliver, Kimberly L.
Titel	Developing Teachers' Pedagogical Identities through a Community of Practice: Learning to Sustain the Use of a Student-Centered Inquiry as Curriculum Approach
Quelle	In: Sport, Education and Society, 24 (2019) 8, S.855-866 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2018.1476336
Schlagwörter	Communities of Practice; Professional Identity; Student Centered Learning; Inquiry; Active Learning; College Faculty; Doctoral Students; Culture; Values; Beliefs; Teacher Background + Suchen Sie Ihr Suchwort? Community; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Fakultät; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Kultur; Wertbegriff; Belief; Glaube
Abstract	This collaborative self-study explores how educators' pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly collaborative group meetings, and 3 90-minute interviews per teacher. Culture, values, beliefs and professional background were critical for the development of the teachers' pedagogical identities in the process of learning to use a SCIC approach within a community of practice. These experiences created for some, places to further develop their ideas about teaching, whereas for others they caused great discomfort and a sense of personal loss. The CoP facilitated the development of the teachers' pedagogical identities, changing positionalities, and negotiating culture, values, beliefs and professional backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01