WiA - The curriculum with a Community of Practice
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Transcript of WiA - The curriculum with a Community of Practice
The Curriculum within a Community of Practice
- A Case Study –
MPhill in Education Sciences – Educational Technologies
Dissertation Supervised by Dr. Maria Helena Peralta
2007
Justification of the Theme
• The WiA are:• an online CoP and • an innovative model of long life learning and
professional development based of the use of (educational) technologies
– Online CoPs are an emergent reality in the
educational world.
Initial Aims of the Study
• Understand the learning models upon which the practice of the WiA are based;
• Observe the impact and effectiveness of the WiA in the teacher-participant’s performances;
• Reveal an example of good practices within the context of EFL teacher training / professional development and
• Contribute with some new perspectivers to the scientific knowledge in this area
Problem
Are Communities of Practice – and the WiA in particular - instances that aim to facilitate the construction of a constructivist curriculum and provide teacher training opportunities?
Research Questions
• Which characteristics do the WiA display to effectively be considered a CoP, according to the literature?
• How is the curricular model that supports the practices carried out by the group characterized?
• Which role does this CoP displays as a model of shared training for EFL teachers?
The Information and Communication Technologies:
– represent an emergent phenomenon in our (network) society (Castells, 2002);
– have impact in different areas, in Education too;
– offer innovative forms of communicating and learning (with technologies) (Costa, 2005);
– enable new educational practices alternatives (Palloff e Pratt, 2001).
Ongoing Teacher Training
– As a way of: • updating and adapting to the emergent reality; • answering the challenge set forward by the digital
society (Costa and Peralta, 2001);• improving and acquiring new practices (Palloff and
Pratt, 2001);• augmenting innovation and change (Pardal and
Martins, 2005); • developing professional competences (Perrenoud,
1998).
The Curriculum (in CoPs)
The “curriculum is the Community of Practice itself” Wenger (1998, pp.100)
Learning Curriculum
(Lave e Wenger, 1991)
Process
(Stenhouse, 1975)
Practice
(Grundy, 1987)
Context
(Figueiredo, 1999
Declarative Knowledge
Procedural Knowledge
Attitudinal knowledge
(Coll e Valls, 1998; Coll, 1998; Rodrigues e Peralta, 2006; )
Communities of Practice (online)
Collective Learning Practices
Etienne Wenger (1998)
Acquisition/ development of knowledge and practices
Interaction and socialization
(online) CoPs
Etienne Wenger (1998)
“A learning curriculum is a field of learning resources in everyday resources in everyday
practice viewed from the perspective of learners” (Lave and Wenger, 1991, p. 97).
The CoP
is the curriculum itself
Shared Repertoire
Mutual Engagement
Joint Enterprise
Routines, resources; sensibilities; artefacts;
vocabulary; styles; stories; tools; events ; etc
Engagement Interaction
Interrelationships Socialization Humanware
(Re)Negotiation of meaning
Interpretations Feedback Collaboration
Research Methodology
Qualitative Research – Case Study
– Participant Observation – perspective of the Insider (Merriam, 1998).
– Document Analysis – relevant, especially case studies (Yin, 1994)
– eQuestionnaire – an approach that best represents individual perspectives (Blanchet and Gotman, 1992)
PARTICIPANT OBSERVATION
DOCUMENTANALYSIS e-QUESTIONNAIRE
Observation of the reality from an
insider perspective
Analysis of the documented reality Reflect ion about the Reality in analysis
Emergency of the analysis categories
Analysis Model – Webheads in Action
Problem
Case Study
A Qualitative Approach
Triangulation of the collected data
Conclusions
Structuring Learning Elements**
Authentic Activities
Articulation betweenTacit and Explicit
knowledge
AuthenticContexts
Integrated assessment
Coaching eScaffolding
Reflection
Multiple roles and
Perspectives
Collaborative Construction of
knowledge
Acess to expert performances (diff. levels)
In an Online CoP
Stimulated by:
History
Identity
Plurality
Autonomy
Participation
Integration
Learning
Technology
Future
Socialization
Communication
Interaction
Discussion
Feedback
Sharing Collaboration
Professional Development and acquisition of
GOOD PRACTICES
Thru a Learning Curriculum***
Results
Mutuality
CoP Elements*
•*Adapted from Schwier, R. (2002), diagram
•** based on Oliver, R. e Herrington, J. (2000)
•*** “A learning curriculum is a field of learning resources in everyday resources in everyday practice viewed from the perspective of learners” (Lave and Wenger, 1991, p. 97).
Conclusions
Reflection
WiA: • are a Community of Practice; • develop their practices through a flexible,
open, responsible, shared, responsible, progressively constructed curriculum;
• represent a model of shared professional training for EFL teachers.
Some Final Thoughts
May the discussion begin!@