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Supporting participation and reification in Communities of Practice

Supporting participation and reification in Communities of Practice. Communities of Learning II Bernadette Charlier, Marie Lambert, Annick Rossier. Plan. Problematic : Practice and teacher professional development Context : PALETTE European research and development and Did@cTIC

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Supporting participation and reification in Communities of Practice

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  1. Supporting participation and reification in Communities of Practice Communities of Learning II Bernadette Charlier, Marie Lambert, Annick Rossier

  2. Plan • Problematic : Practice and teacher professional development • Context : PALETTE European research and development and Did@cTIC • Theoretical framework and design principal • Development results: Palette Services and Did@cTIC scenario • Evaluation, conclusion and perspectives

  3. Problematic • Practice is at the heart of teachers’development models (Huberman, 1995; Charlier, 1998 ; Daele, 2006) • A shared practice is at the basis of CoP’s : It is developed by members in order to increase day-to-day efficiency (Lave and Wenger, 1991) • Cop's could be a good mean for teachers' professional development through participation, reification and reuse of practices • But : What is a practice ? How to express, reify and reuse it ? Is it possible ? Is it effective ?

  4. Context : PALETTE R & D European Project PALETTE main goal is the facilitation and enhancement of both individual and collective learning through Communities of Practice (CoPs) PALETTE is partially supported by the FP6-IST EC research program Review meeting, Luxembourg, 8-9 April, 2008 4

  5. Context : PALETTE main goal PALETTE will result in a set ofservices and scenarios technologically and pedagogically sustained to support : • Practice reification • Participation in debate and decision-making • Support CoP animation http://palette.ercim.org/ PALETTE is co-funded by the EC under the FP6

  6. Context : PALETTE PDM methodology Review meeting, Luxembourg, 8-9 April, 2008 6

  7. Context : Did@cTIC 7

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  9. Goals of the Did@ctic CoP Representation, reification and reuse of teaching practice Expression and sharing of practice Seeking practice renewal Trialling of modified or new practice Revise the description of modified or new practice 9

  10. Theoretical framework and design principal • Practice • Reification

  11. A concept of practice includes For Wenger (1999) • both the explicit and the tacit • what is said and what is left unsaid • what is represented and what is assumed • Related to a context, situated For Giddens (1979) • Refers to behaviour which is recurrent or routine i.e. happens on a day to day basis and is embedded in the normal routine of daily life. Therefore a ‘practice’ is a way of doing something, the pattern of which is reproduced in a social context [i.e. work] according to certain rules. For Charlier (1996) • A teaching practice includes : conceptions of teaching and learning, personal theories, knowledge, decisions, actions schemes and routines, attitudes and values • Teachers’ practices change

  12. Components of a practice Routines Representations Peers’ knowledge Personal theories Emotions Behaviours Knowledge Objects of reification Not information 12

  13. Reification!!! • “the process of giving form to our experience by producing objects that congeal this experience into ‘thingness’” [Wenger p58]. • No reification without participation ! • The text could be a good support (Barton and Hamilton, 2005)

  14. Development principals • What could be represented ? : routines, behaviors, knowledge, rules, conceptions, values. Planification decisions (scenarios) • The « template driven » solution (Keep Toolkit) • To reify practice in text form enabling the expression of the context of this experience but also the knowledge that informs it. • This representation must be accessible, sharable, negociable, adaptable and reusable. Carnegie Foundation

  15. Representation, reification and reuse of teaching practice 3. Trialling of modified or new practice 1. Expression and sharing of practice 4. Revise the description of modified or new practice 2. Seeking practice renewal Did@cTIC scenario

  16. Palette Services and the Did@cTIC Scenario 1.expression and sharing of practices 2. Seeking practices renewal 3. Trialling of Modified or new practices 4. Revise the Modified or new practice Producing structured documents Debating Searching Logbook Working on structured documents

  17. Evaluation, conclusion and perspectives • The Palette services sustain the representation and reification of professional practice. • Data collected include : representations, personal theories, decisions and attitudes • Data collected are considered as valid and useful • Unsolved questions : • Will teachers really reuse reified practices to enhance their teaching ? • In which conditions will they do this ?

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