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Sustaining communities of practice w...

McDonald, Jacquelin.

Sustaining communities of practice with early career teacherssupporting early career teachers in Australian and international primary and secondary schools, and educational social learning spaces /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Sustaining communities of practice with early career teachersby Bernadette Mary Mercieca, Jacquelin McDonald.
其他題名:	supporting early career teachers in Australian and international primary and secondary schools, and educational social learning spaces /
作者:	Mercieca, Bernadette Mary.
其他作者:	McDonald, Jacquelin.
出版者:	Singapore :Springer Singapore :2021.
面頁冊數:	xxii, 173 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	TeachersIn-service trainingAustralia.
電子資源:	https://doi.org/10.1007/978-981-33-6354-0
ISBN:	9789813363540$q(electronic bk.)

Sustaining communities of practice with early career teacherssupporting early career teachers in Australian and international primary and secondary schools, and educational social learning spaces /
Mercieca, Bernadette Mary.

Sustaining communities of practice with early career teacherssupporting early career teachers in Australian and international primary and secondary schools, and educational social learning spaces /[electronic resource] :by Bernadette Mary Mercieca, Jacquelin McDonald. - Singapore :Springer Singapore :2021. - xxii, 173 p. :ill., digital ;24 cm.

1 What is a community of practice? -- 2 The value of communities of practice for early career teachers -- 3 Sustaining communities of practice: The role of the principal -- 4 Sustaining communities of practice: The role of the facilitator or social artist -- 5 Sustaining online communities of practice -- 6 Implications for practice, policy and research -- 7 Implications for schools, policy-makers and initial teacher institutions -- 8 Conclusion.

This book focuses on sustaining communities of practice in primary and secondary schools in Australia and internationally for the professional learning of all teachers, and particularly, early career teachers. Informed by the communities of practice research of Wenger-Trayner, it shows what factors are conductive to the sustainability of communities of practice, drawing particularly on a case study of an Australian regional secondary school, and explores how it has sustained support particularly for early career teachers over a three-year period. The first chapters of the book provide longitudinal perspectives using qualitative data and include perspectives from a variety of stakeholders, including the principal, the professional learning coordinator and the early career teachers who have experienced the school's Communities of practice over three or more years. It offers practical suggestions on how to implement and improve communities of practice in schools and highlights the increasing importance of online communities to support early career teachers. Policy-makers, school principals, teacher educators and teaching practitioners find the book useful for implementing and sustaining communities of practice in schools. Subsequent chapters explore the value of online communities, such as Twitter communities; the role of collegial support networks in supporting early career teachers in Flemish primary education; and professional learning in Northern Ireland pre- and in-service teacher networked communities.

ISBN: 9789813363540$q(electronic bk.)

Standard No.: 10.1007/978-981-33-6354-0doiSubjects--Topical Terms:

890138
Teachers
--In-service training--Australia.

LC Class. No.: LB1731 / .M473 2021

Dewey Class. No.: 370.711

Sustaining communities of practice with early career teacherssupporting early career teachers in Australian and international primary and secondary schools, and educational social learning spaces /
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520 $a This book focuses on sustaining communities of practice in primary and secondary schools in Australia and internationally for the professional learning of all teachers, and particularly, early career teachers. Informed by the communities of practice research of Wenger-Trayner, it shows what factors are conductive to the sustainability of communities of practice, drawing particularly on a case study of an Australian regional secondary school, and explores how it has sustained support particularly for early career teachers over a three-year period. The first chapters of the book provide longitudinal perspectives using qualitative data and include perspectives from a variety of stakeholders, including the principal, the professional learning coordinator and the early career teachers who have experienced the school's Communities of practice over three or more years. It offers practical suggestions on how to implement and improve communities of practice in schools and highlights the increasing importance of online communities to support early career teachers. Policy-makers, school principals, teacher educators and teaching practitioners find the book useful for implementing and sustaining communities of practice in schools. Subsequent chapters explore the value of online communities, such as Twitter communities; the role of collegial support networks in supporting early career teachers in Flemish primary education; and professional learning in Northern Ireland pre- and in-service teacher networked communities.
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