International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2016, Vol. 12(3) 78-90

Building a Community of Practice in a Teacher Preparation Initiative

Ann Marie Smith, Jeannine Hurst & Elizabeth Murakami

pp. 78 - 90   |  Manu. Number: ijpe.2016.031

Published online: October 01, 2016  |   Number of Views: 216  |  Number of Download: 542


Abstract

The purpose of this study was to investigate the experiences of faculty as they engaged in professional development under a Teacher Preparation Initiative (TPI). This initiative engaged faculty in a community of practice that included activities such as aligning curricula, professional development, and examining teaching practices. This study was developed using an ethnographic approach, including autobiographic narratives as a method of data collection. Faculty narrative responses illustrate Wenger’s (1998) concept of identity transformation in their acknowledgement of their professional experience and their willingness to critique, then move beyond the limitations of a professional development program.

Keywords: Professional development, Higher education, Teacher Preparation initiative


How to Cite this Article?

APA 6th edition
Smith, A.M., Hurst, J. & Murakami, E. (2016). Building a Community of Practice in a Teacher Preparation Initiative. International Journal of Progressive Education, 12(3), 78-90.

Harvard
Smith, A., Hurst, J. and Murakami, E. (2016). Building a Community of Practice in a Teacher Preparation Initiative. International Journal of Progressive Education, 12(3), pp. 78-90.

Chicago 16th edition
Smith, Ann Marie, Jeannine Hurst and Elizabeth Murakami (2016). "Building a Community of Practice in a Teacher Preparation Initiative". International Journal of Progressive Education 12 (3):78-90.