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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/14774

Title: Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice
Authors: Goos, Merrilyn
Bennison, Anne
Keywords: Pre-service teacher education
Communities of practice
Online discussion
Issue Date: 2008
Publisher: © Springer Science+Business Media B.V.
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.
Abstract: 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.
Description: Closed access.
Version: Published
DOI: 10.1007/s10857-007-9061-9
URI: https://dspace.lboro.ac.uk/2134/14774
Publisher Link: http://dx.doi.org/10.1007/s10857-007-9061-9
ISSN: 1386-4416
Appears in Collections:Closed Access (Mathematics Education Centre)

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