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Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice

journal contribution
posted on 2014-06-06, 08:54 authored by Merrilyn Goos, Anne Bennison
The aim of this study is to investigate how a community of practice focused on becoming a teacher of secondary school mathematics emerged during a pre-service teacher education programme and was sustained after students graduated and began their first year of full-time teaching in schools. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger's (1998) three defining features of a community of practice: mutual engagement of participants, negotiation of a joint enterprise, and development of a shared repertoire for creating meaning. Emergence of the online community was associated with our own role in facilitating professional dialogue, the voluntary and unstructured nature of participation, initial face-to-face interaction that created familiarity and trust, and the convenience of using email rather than logging on to a website. The study shows that the emergent design of the community contributed to its sustainability in allowing the pre-service and beginning teachers to define their own professional goals and values. © Springer Science+Business Media B.V. 2007.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Journal of Mathematics Teacher Education

Volume

11

Issue

1

Pages

41 - 60

Citation

GOOS, M. and BENNISON, A., 2008. Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11 (1), pp. 41 - 60.

Publisher

© Springer Science+Business Media B.V.

Version

  • VoR (Version of Record)

Publication date

2008

Notes

Closed access.

ISSN

1386-4416

Language

  • en

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