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Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning
Author(s) -
EshcharNetz Livat,
VedderWeiss Dana
Publication year - 2021
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.21663
Subject(s) - affordance , professional learning community , psychology , context (archaeology) , professional development , community of practice , collaborative learning , session (web analytics) , situated learning , pedagogy , faculty development , reflective practice , mathematics education , teacher education , cooperative learning , teaching method , computer science , paleontology , cognitive psychology , biology , world wide web
Abstract Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between veterans and novices may constrain the group's reflective inquiry and, consequently, its learning. In this case‐study, we explore the dynamics between veteran and novice science teachers in a purposefully sampled case of three teachers engaged in collaborative planning in a professional development community. We examine the implications of these dynamics for the group's reflective inquiry, using linguistic ethnographic micro‐analytic methods to analyze audio‐ and video‐recordings of the planning session. The findings demonstrate how in a collaborative planning context, legitimate peripheral participation is afforded, thereby mitigating face threats and supporting learning for both novice and veteran teachers. The study highlights the unique affordances of collaborative planning for science teachers' reflective inquiry, advancing our understanding of the social dimension of teacher learning. This study contributes to the fields of teacher learning in CoPs and teacher planning.