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Teacher Development Through a Community of Practice

This is an overview of CoP as a PD model for teachers.

Christina Gitsaki

on 7 May 2012

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Transcript of Teacher Development Through a Community of Practice

Teacher Development through
a Community of Practice

Dr. Christina Gitsaki
UNESCO Chair, Sharjah Higher Colleges of Technology
Helen Donaghue
Coordinator, Center for Teaching & Learning
Sharjah Higher Colleges of Technology
hdonaghue@hct.ac.ae Overview
Adult learning, Transformative learning
Models of teacher Professional Development
Communities of Practice
Application of the CoP Model To understand how teachers learn in professional development programs, it is important to first understand how they learn as adults (Mezirow, 1981). Transformative Learning
Transformation is a central goal in adult learning.
Critical Reflection
Sustained Support Models of Professional Development Communities of Practice
Foster teacher learning through sharing knowledge and practice within a collaborative group.
There is no ‘expert’ in the group.
All members of the group are learners.
Teachers in CoPs most likely to incorporate new learning into their teaching practice (e.g. Little, 2003; Smith & Sutherland, 2003; Shank, 2006; Henderson, 2007; Graham, 2007; Laksov et al., 2008) Teachers enter a CoP with prior knowledge:
Classroom management, etc.
Prior Experiences (as learners, as teachers)
Repertoire of Practices Reflection On Action: teachers think about what happened in their class.

Reflection in Anticipation: teachers reflect on the future application of a new idea/activity in class.

Reflection is stimulated through group interaction. Challenges:
Thinking: challenging their beliefs and assumptions about teaching and effective pedagogy.

Implementation: adopting a new belief/idea but seeing obstacles in its implementation. Outcomes
Abandon Case Study

College teachers in the UAE

Classroom Management Strategies and Teaching Techniques College Teachers in the UAE
25 teachers in three groups
6 week program
Weekly 1-hour meetings
Pre-PD survey
Post-PD evaluation
Interviews CoP Program:
Classroom Management Strategies & Teaching Techniques
Weekly meetings
Review of strategies
Edmodo blog Implementing a CoP
Group of colleagues with a common goal.
Decide what topics you need to address (needs analysis).
Stimuli for discussions and critical reflection (articles, video recordings of teaching practice, book/textbook, etc.)
Regular, informal meetings.
Keep a journal or online blog. Participant Nationality
British 6
EU 3
North American 7
South American 1
Australian/New Zealander 3
Middle East 2
Indian 3 Materials
"Teach Like a Champion" by Doug Lemov
Video Clips from book and YouTube Strategies:

Cold Call Everybody Writes
Do Now Exit ticket
100% Strong Voice
What to Do Do it Again
Classroom Set Up SLANT
Circulate Tight Transitions
Props No Apology
No Opt Out Right is Right Major Areas:
Engaging students
Setting and Maintaining High Behavioural Expectations
Creating a Strong Classroom Culture
Setting High Academic Expectations Problems in the Classroom: Expectations: (Wang, 2010) What are some student-related problems that you face in the classroom? independent. What Teachers liked about the CoP:
Sharing Problems:
"The realisation that it was not just me having these problems and the sharing of tips and techniques that can help" What Teachers liked about the CoP:

No Expert in the group:
"We were not told what to do. We were given some ideas to try. We were treated like professionals. Our opinions/feedback were valued." What Teachers liked about the CoP:

Interaction and Sharing of Experiences:
"Opportunity to to meet with my colleagues and discuss issues related to teaching practice and come up with best practices." What Teachers liked the least:

Timing: needed more time, a different time, etc.

"Timing, CoP requires lots of time, the time was too short, should be long to listen to each teacher and to collect his experience and share."

"Feeling rushed"

"Not having time to commit as much as I would've liked" What Teachers liked the least:

Some of the strategies were not suitable for their context. What Teachers liked the least:
Not being able to apply new knowledge.

"feeling powerless to make changes which help everyday teaching" Reasons for not using the strategies yet:
Lack of time to review the strategy and prepare to use it in class
Room set up Where to now?
87% would like to continue
Increase session times
More follow ups What Teachers liked about the CoP:
Format and length Results of the Evaluation Cycles of Learning
Full transcript