Article2006

Becoming a tertiary teacher: learning in communities of practice

138 citations0/0 files storedHigher Education Research & Development

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Evaluation of Teaching Practices Teacher Education and Leadership Studies Innovative Education and Learning Practices

Abstract

This paper discusses issues arising from three case studies of the ways people have become tertiary teachers in a polytechnic, a wananga (Maori tertiary institution) and a university in New Zealand. Despite institutional differences, the teachers gained most of their teaching knowledge and skills on the job, learning informally and experientially, and much less through engaging with formal courses or centrally organized educational development activities. Tertiary teachers belong to groupings such as their institution, discipline, department or teaching team that can be seen as communities of practice, and it is in those contexts that their working knowledge and identities as teachers develop. A communities of practice framework in three parts is proposed for supporting and strengthening tertiary teachers’ workplace learning and educational development.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1998Communities of Practice 2003Learning to Teach in Higher Education 2002Cultivating Communities of Practice: A Guide to Managing Knowledge 2000Communities of Practice and Social Learning Systems 2002Cultivating Communities of Practice: A Guide to Managing Knowledge 2002Developing Professional Knowledge And Competence

Cited by

2011The impact of communities of practice in support of early-career academics 2013Student engagement: students' and teachers' perceptions 2008The casualisation of teaching and the subject at risk 2018Academics' identity development as teachers 2014Good CoP or Bad CoP? What makes a Community of Practice successful: Learning from experience at Flinders University

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