Practical learning: achieving excellence in the human services

January 23-25 2008 Edinburgh International Conference Centre

Communities of practice: a framework for professional learning

Keywords: communities of practice, professional learning, learning community, professional partnerships

Authors: Doctor Margaret 'Maggie' Clarke (University of Western Sydney); Ms Deb Clarke (Charles Sturt University)

Abstract:
In 2006 professional partnerships were formed between academics from the University of Western Sydney, Charles Sturt University and teachers from a cluster of four schools in the Parramatta Diocese. The purpose of the professional partnership was to create a dynamic learning community that was committed to reflection and to enhancing teaching practice to improve student learning outcomes. Acting as brokers in the emerging community of practice (Lave & Wenger, 1991; Wenger, 1998), the academics engaged with school project teams and whole school staff in professional development activities including professional learning plans and authentic assessment. Communities of practice challenge the traditional notion of learning as receiving knowledge which is essentially disembodied from practice. A community of practice is grounded by two central tenets: essentially that learning is situated, and that practice is made meaningful through reflection with others who engage in the shared experience.

The paper to be presented at the Practical Learning: Achieving Excellence in the Human Services Conference in Edinburgh in January, 2008 will report on the creation and sustainability of the community of practice from the perspectives of both the academics and the school project teams and showcase student work-samples of authentic assessment and teacher-developed learning plans.

In 2006 professional partnerships were formed between academics from the University of Western Sydney, Charles Sturt University and teachers from a cluster of four schools in the Parramatta Diocese in New South Wales,Australia. The purpose of the professional partnership was to create a dynamic learning community that was committed to reflection and to enhancing teaching practice to improve student learning outcomes. Acting as brokers in the emerging community of practice (Lave & Wenger, 1991; Wenger, 1998), the academics engaged with school project teams and whole school staff in professional learning activities including professional learning plans and authentic assessment.

Contribution:
The paper relates directly to the main conference theme of practical learning and more specifically the paper will enable engagement in discussion of communities of practice and the learning organization. The paper will be of interest as it investigates the complexities of the formation and workings of specific communities of practice. The data analysis uses Wenger's (1998) three dimensions and fourteen indicators of the formation of a community of practice.

The paper will contribute to the field by:

The intended audience for this paper includes both practitioners and researchers as it reports on the research from both points of view.

Date: Wednesday 23 January 2008, 12.00-12.30

Venue: Ochil One

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Organised by the Institute for Research and Innovation in Social Services in association with PEPE (Practical Experiences in Professional Education).