Communities of practice and teachers’ training
Abstract
This paper presents a comparative analysis of four communities of practice aimed at teacher training activities. The communities were chosen on the basis of their emblematic qualities (i.e. for their emblematic development and their activities). A review of the concept of “community of practice” in teacher
training as it appears in international literature is presented. An analysis of the four communities of practice will be conducted following Wenger’s categories of domain, practice and social learning (Wenger 2006).
The objective of the present paper is to provide a practical example of a possible use of Wenger’s categories in communities of practice for teacher training, so that schoolmasters and teachers have a tool to analyse and compare different communities for teacher training.
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in this magazine accept the following conditions:
- The authors retain the rights to their work and give the magazine the right to first publish the work, simultaneously licensed under a Creative Commons License - Attribution which allows others to share the work indicating the intellectual authorship and the first publication in this magazine.
- Authors may adhere to other non-exclusive license agreements for the distribution of the version of the published work (eg deposit it in an institutional archive or publish it in a monograph), provided that the first publication took place in this magazine.
- Authors can disseminate their work online (eg in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges and increase citations of the published work.
