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Identity Development of Science Teachers Involved in Teacher Communities: Based on the Theory of "Community of Practice"

과학교사들의 교사모임에의 참여 경험과 교사 정체성 형성과정에 대한 탐색 -실천공동체 이론을 중심으로-

  • Received : 2013.01.01
  • Accepted : 2013.03.28
  • Published : 2013.04.30

Abstract

The premise of the study is that teacher communities or teacher interest groups are one of the representative examples of Communities of Practice (CoP) formed by teachers who engage in the process of collective learning regarding science teaching. Based on the theory of CoP, we investigated and interpreted the process of identity development of six science teachers who have been actively involved in teacher communities. We conducted 2-3 individual interviews with the teachers in order to explore their narratives and personal experiences of being involved in the communities over the years. Results indicated that a teacher community is a place where the teachers not only generated and shared repertories of ideas, documents on teaching and learning, or routines (i.e. practices), but also formulated a set of relationships through social participation. Teacher communities actively provide the teachers a sense of joint enterprise and identity, and where the teachers have an opportunity to develop themselves personally and professionally as science teachers playing major roles in their communities.

Acknowledgement

Supported by : 한국연구재단

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Cited by

  1. Analysis on the Trends of Studies Related to 'Community of Practice' in Korea - Focused on Implications for Study of Elementary Science Education - vol.33, pp.3, 2014, https://doi.org/10.15267/keses.2014.33.3.464
  2. Development and Application of the Measuring Instrument for the Analysis of Science Classroom Culture from the Perspective of 'Community of Practice' vol.35, pp.1, 2015, https://doi.org/10.14697/jkase.2015.35.1.0131