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Teachers' professional formation and the role of online communities

CEREPP Research Students Conference, 2 June 2011

Miles Berry

on 4 March 2012

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Transcript of Teachers' professional formation and the role of online communities

Teachers' professional formation
and the role of online communities Miles Berry
2 June 2011 Learning Community Identity Meaning Practice learning as doing Learning as experience Learning as becoming Learning as belonging Wenger 1998 Novice
Expert Dreyfus & Dreyfus 1980 TDA 2007 "Nexus of multimembership
... we all belong to many communities of practice: some past some current; some as full members, some in more peripheral ways. Somemay be central to our identities while others are more incidental" Wenger 1998, p158 "Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."

domain: "nor merely a network of connections"

community: not merely a website; not merely having the same job

practice: "not merely a community of interest" Wenger, 2006 "We will reform teacher training to shift trainee teachers out of college and into the classroom... Teaching is a craft and it is best learnt as an apprentice observing a master craftsman or woman." Gove, 2010 Apprenticeship
Situated Learning
Legitimate Peripheral Participation Profession Vocation Training Education Professionalism Vocational Autonomy Competence Relatedness Identity Motivation Job fulfilment Commitment Self efficacy Day et al 2006 Professional identity Situated identity Personal identity Sammons et al 2007 Goffman 1959 - Presentation of self in everyday life Miller 1995 - The presentation of self in electronic life: Goffman on the Internet
Walker 2000 - "It's difficult to hide it": the presentation of self on Internet home pages
Papacharissi 2002 - The presentation of self in virtual life: characteristics of personal home pages
Schau & Gilly 2003 - We are what we post? Self-presentation in personal web space
Trammell & Keshelashvili 2004 - A self presentation study of A-List blogs
Bortree 2005 - Presentation of self on the web: an ethnographic study of teenage girls' weblogs
Walther 2006 - Selective self-presentation in comptuer mediated communication: hyperpersonal dimesnios of technology, language and cognition Formal Informal Institution based Beyond the organisation Environment
Community Professional formation? Communities of Practice Lave & Wenger 1991 Methods Ethics Quasi-ethnographic approach in my own institution?
With my own students? "Personal data shall be obtained only for one or more specified and lawful purposes, and shall not be further processed in any manner incompatible with that purpose or those purposes."
"The further processing of personal data only for research purposes in compliance with the relevant conditions is not to be regarded as incompatible with the purposes for which they were obtained.” Data Protection Act 1998 The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses. Siemens, 2005 Online? An important part of learning is to build your own personal learning network -- a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience. Tobin, 1998 Intentional
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