Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers
The current study deals with participation in inter-institutional Communities of Practice (CoP) (Wenger, 1998) as a form of professional learning for experienced teacher educators who hold leadership positions in their institutions. In these CoPs, collaboration between teacher educators and policyma...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-02-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2021.533941/full |
| _version_ | 1819053504146178048 |
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| author | Ainat Guberman Ainat Guberman Orit Avidov-Ungar Orit Dahan Ruth Serlin |
| author_facet | Ainat Guberman Ainat Guberman Orit Avidov-Ungar Orit Dahan Ruth Serlin |
| author_sort | Ainat Guberman |
| collection | DOAJ |
| description | The current study deals with participation in inter-institutional Communities of Practice (CoP) (Wenger, 1998) as a form of professional learning for experienced teacher educators who hold leadership positions in their institutions. In these CoPs, collaboration between teacher educators and policymakers resulted in expansive learning, which is the creation of new practical and theoretical knowledge, and a change of practice rather than adoption of knowledge constructed elsewhere. The current study describes three such communities, the expansive learning cycles that each of them triggered, and shared characteristics that may have contributed to these outcomes. The multiple case study methodology was employed. Data sources were interviews with thirteen participants (coordinators, Ministry of Education representatives and additional members from each CoP), and documents (such as meeting minutes and research papers) that were produced in each CoP. The findings show that expansive learning occurred due to a shared vision, reflective and critical dialogue, trusting relationship, and mutual support among participants. Furthermore, the inter-institutional composition of the CoPs, and the influential position of the participants within their respective organizations enabled them to introduce coordinated changes that transformed their practice at the individual, organizational and national levels. |
| first_indexed | 2024-12-21T12:36:47Z |
| format | Article |
| id | doaj.art-c31ef07d91fe49fd97b88938731801a2 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-21T12:36:47Z |
| publishDate | 2021-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-c31ef07d91fe49fd97b88938731801a22022-12-21T19:03:53ZengFrontiers Media S.A.Frontiers in Education2504-284X2021-02-01610.3389/feduc.2021.533941533941Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and PolicymakersAinat Guberman0Ainat Guberman1Orit Avidov-Ungar2Orit Dahan3Ruth Serlin4David Yellin College of Education, Jerusalem, IsraelThe Mofet Institute, Tel-Aviv, IsraelAchva Academic College, Arugot, IsraelBeit Berl College, Kfar Saba, IsraelThe Mofet Institute, Tel-Aviv, IsraelThe current study deals with participation in inter-institutional Communities of Practice (CoP) (Wenger, 1998) as a form of professional learning for experienced teacher educators who hold leadership positions in their institutions. In these CoPs, collaboration between teacher educators and policymakers resulted in expansive learning, which is the creation of new practical and theoretical knowledge, and a change of practice rather than adoption of knowledge constructed elsewhere. The current study describes three such communities, the expansive learning cycles that each of them triggered, and shared characteristics that may have contributed to these outcomes. The multiple case study methodology was employed. Data sources were interviews with thirteen participants (coordinators, Ministry of Education representatives and additional members from each CoP), and documents (such as meeting minutes and research papers) that were produced in each CoP. The findings show that expansive learning occurred due to a shared vision, reflective and critical dialogue, trusting relationship, and mutual support among participants. Furthermore, the inter-institutional composition of the CoPs, and the influential position of the participants within their respective organizations enabled them to introduce coordinated changes that transformed their practice at the individual, organizational and national levels.https://www.frontiersin.org/articles/10.3389/feduc.2021.533941/fullcommunities of practiceteacher educatorsprofessional developmentpolicy formationeducational policyexpansive learning |
| spellingShingle | Ainat Guberman Ainat Guberman Orit Avidov-Ungar Orit Dahan Ruth Serlin Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers Frontiers in Education communities of practice teacher educators professional development policy formation educational policy expansive learning |
| title | Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers |
| title_full | Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers |
| title_fullStr | Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers |
| title_full_unstemmed | Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers |
| title_short | Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers |
| title_sort | expansive learning in inter institutional communities of practice for teacher educators and policymakers |
| topic | communities of practice teacher educators professional development policy formation educational policy expansive learning |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2021.533941/full |
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