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Building virtual bridges.  The potential of communities of practice for ongoing teacher development . Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004. SESSION MENU. Introduction to COPs COPs and business COPs and ELT Case study: the Cultura Inglesa Rio/Brasília.

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building virtual bridges

Building virtual bridges

The potential of communities of practice for ongoing teacher development 

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

session menu
SESSION MENU
  • Introduction to COPs
  • COPs and business
  • COPs and ELT
  • Case study: the Cultura Inglesa Rio/Brasília

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

communities
Communities

Boundary and Exclusivity

Purpose

Commitment

Rules

Self-determination

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

communities of practice cops
Communities of practice (COPs)

Common work activities

or work goals

Roles not

necessarily

reflecting

pay scales

Social

dimension

Exchange of work related

insights/knowledge/experience

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

social community learning theorists
Social/Community learning theorists

Zone of proximal development (ZPD)

Lev Vygotsky

Situated learning theory:

Legitimate peripheral participation

Jean Lave and Etienne Wenger

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

virtual cops
Virtual COPs

Internet based

Knowledge

recorded

Asynchronous

More flexible, powerful, accessible

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

case study cops in business
Case study COPs in business
  • Xerox
  • 2. IBM

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

virtual cops and teacher development
Virtual COPs and teacher development
  • how can teachers constantly develop their professional knowledge when time between formal training courses may be great?
  • how can new teachers tap into the experience and knowledge of a wide range of peers?
  • how can a teacher´s insights and creativity be most effectively shared throughout the organisation?
  • how can teachers tap into or support teachers from external institutions?

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

case study cultura inglesa rio brasilia virtual community
CASE STUDY: CULTURA INGLESA RIO/BRASILIA VIRTUAL COMMUNITY

Preparing teachers to use technology for daily work

Teachers learning to learn and learning to share through technology

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

slide10

Induction Online

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

project 1 web enhanced teacher development
Project 1: web enhanced teacher development
  • Induction online

Self-contained online course with some support

from branch mentors

  • Early INSET

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

project 1 web enhanced teacher development1
PROJECT 1: web enhanced teacher development
  • Induction online
  • Early INSET

10 face to face sessions

Online tasks betwen sessions

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

slide40

Teachers Portal

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

what teachers can do on the portal
WHAT TEACHERS CAN DO ON THE PORTAL
  • Download materials
  • Read announcements
  • Access E-practice
  • Input or consult students´ marks
  • Consult or add web links
  • Participate in online discussions
  • Participate in online surveys or polls
  • Maintain a blog
  • Access online training programmes
  • Read or send e-mails
  • Take part in voice chat sessions

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

portal statistics
PORTALSTATISTICS

Portal launched 2003

Number of teachers: 700

Page views/month: 45,000

Regular users/month: 520 (75%)

Discussions launched March 2004

No of discussion topics: 70

No of teachers participating: 120

No of postings: 800

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004

slide50

THANK YOU!!!!

colin.paton@culturainglesa.net

guilherme.pacheco@culturainglesa.net

Colin Paton and Guilherme Pacheco - ABCI Brasilia 2004