Exploring Transformative Learning Within a Community of Practice: A Case Study of Teacher Professional Development in Early Literacy
Date
2017-12-18
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Abstract
Despite the general acceptance of the Community of Practice model in the Alberta educational system, questions remain regarding the impact of this model. There is a need for research that provides insight into teacher professional development that transforms pedagogy and moves teachers from practice to praxis. This descriptive single case study explores how different critical factors helped to foster a transformative professional development experience among four elementary teachers. The data gathered through semi-structured interviews identified eleven key factors facilitating a transformative learning experience within a Community of Practice. These findings revealed two groups of key factors: 1) those fostering a supportive learning environment and 2) those acting as catalysts spurring teachers to examine and challenge the status quo of their practice. The findings support the critical action of embedding factors from both these groups into the design of teacher learning communities, maximizing teacher benefit from professional development.
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Keywords
Teacher Professional Development, Community of Practice, Transformative Learning, Case Study
Citation
Bence, M. (2017). Exploring transformative learning within a community of practice: A case study of teacher professional development in early literacy (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.