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Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice
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posted on 2014-06-06, 08:54 authored by Merrilyn Goos, Anne BennisonThe 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.
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School
- Science
Department
- Mathematics Education Centre
Published in
Journal of Mathematics Teacher EducationVolume
11Issue
1Pages
41 - 60Citation
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
2008Notes
Closed access.ISSN
1386-4416Publisher version
Language
- en
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