Expert learning in (micro)communities of practice: a case study examining teacher professional development
Publication Date
1-1-2021
Document Type
Article
Publication Title
Professional Development in Education
Volume
47
Issue
4
DOI
10.1080/19415257.2021.1876145
First Page
699
Last Page
709
Abstract
This article reports on a qualitative case study investigating a multi-year, professional development as a form of community of practice (CoP). Data were collected over 4 years and included pre-post surveys, field notes, and archival data. Findings suggest a refinement of the CoP framework to include the existence of micro-communities of practice (MCoP). MCoPs only exist as areas of specialisation within a larger, complex CoP. We describe the emergence of two such micro-communities and propose the phenomenon needs further research.
Funding Number
T365Z120188
Funding Sponsor
Office of English Language Acquisition
Keywords
& Professional Development, Communities of Practice, micro-Communities of Practice
Department
Teacher Education
Recommended Citation
Lara Ervin-Kassab and Steven Drouin. "Expert learning in (micro)communities of practice: a case study examining teacher professional development" Professional Development in Education (2021): 699-709. https://doi.org/10.1080/19415257.2021.1876145
