The Professional Identity of SALL Practitioners

1. The Professional Identity of SALL Practitioners David Gardner, The University of Hong Kong and Lindsay Miller, City University of Hong Kong

2. Outline

3. Background • Early 1990s in Hong Kong • Lots of $$$ • SACs in all tertiary institutions • Expertise largely lacking • Rapid development of expertise • Sharing of expertise (HASALD, conferences, site visits, etc.)

4. Background • Developing expertise in operating SACs but also research and publication in SACs, SALL and Learner Autonomy • Impact on professional identity • Emergence of a Community of Practice (CoP) Goal of this presentation: To discuss the professional identity of those practitioners within the context of the developing CoP

5. Outline 

6. Definitions Community of Practice: • As conceptualised by Lave and Wenger (1991); Wenger (1998; 2006) • A group in which members develop their expertise in a specific area of activity through regular interaction and sharing • Includes: personal and group development, focus and continuity

7. Definitions Three key elements are required: • An area of shared expertise (domain) • A group which interacts regularly (community) • Resources which can be shared collectively (practice)

8. Definitions

9. Definitions • Wenger et al (2006) offered 7 principles for maximising the development of a CoP • CoPs develop organically but their initial design and ongoing development can be enhanced

10. Open a dialogue between inside and outside perspectives • Definitions • Design for evolution The 7 principles for maximising the development of a CoP(Wenger et al. 2006) Invite different levels of participation Develop both public and private community spaces Focus on value Combine familiarity and excitement Create a rhythm for the community

11. Definitions A CoPis not: - a loose association of like-minded individuals A CoPis: - a planned community - designed for evolution - with varying levels of participation - offering apprenticeship / mentoring

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13. Using an excerpt of data from a larger study • Interviews of 7 (possible) SALL managers • Here they talk about their involvement with SALL • We contrast a typical member of the group (SAM-4) with the non-typical member (SAM-7) • An example

14. Description of SAC opening hours: • An example

15. Staffing: • An example

16. Role: • An example

17. Users: • An example

18. Duties: • An example (All the above)

19. Materials: • An example

20. What we see: • SAM-4 (and all of SAM-1 to SAM-6)had a clear grasp of what was happening • Knowledgeable, informative, able to engage • SAM-7 did not have a grasp • Little involvement, vague and unsure • An example

21. In other parts of interviews: • SAM-1 to SAM-6 shared common beliefs, values and attitudes about SACs, SALL and autonomy • SAM-7 did not, she lacked theoretical understanding, experience and commitment • An example

22. Apprenticeship: • SAM-1 to SAM-6 entered the SALL community through on-the-job learning experiences, personal beliefs in the concepts, interacting with learners, reference to the literature, attending seminars, in some cases conducting research, and often through mentoring. • SAM-7 had been assigned the task of SAC management • An example

23. Outline   

24. Based on the 7 principles of Wenger et al (2006) • Applied to a SALL Practioners’ CoP • Using examples from the Hong Kong context where possible • Developing and strengthening a SALL CoP

25. Principle 1: Design for evolution • Organise the CoP relatively loosely • Provide initial structure • Allow structure to evolve to suit members Example: HASALD has 3 officials who share the organisational work, offers of help are welcome, protocol is not adhered to • Developing and strengthening a SALL CoP

26. Principle 2: Open a dialogue between inside and outside perspectives • open CoP meeting and other activities to non-members • Attracting teachers with no SALL experience broadens dissemination but also provides a reality check for members Example: HASALD has an official membership but welcomes all to meetings • Developing and strengthening a SALL CoP

27. Principle 3: Invite different levels of participation • Apprenticeship / mentoring • Fresh blood (junior) • Pass on knowledge and experience (seniors) Example: Experienced members of the HK CoP frequently work collaboratively with less experienced colleagues • Developing and strengthening a SALL CoP

28. Principle 4: Develop both public and private community spaces • All member events (public) and small group events (private) • Conferences vs project groups Example: Within the HK CoP HASALD is open to all, members also form project/research groups • Developing and strengthening a SALL CoP

29. Principle 5: Focus on value • Make membership worthwhile, e.g.: • Knowledge, materials, research opportunities • Review membership opinions of value Example: 1990s: sharing of set-up and running of SACs Now: new and relevant research • Developing and strengthening a SALL CoP

30. Principle 6: Combine familiarity and excitement • Balance of stability and innovation Example: The HK CoP has adapted in supporting members in an expansion beyond SACs into the virtual world and integration into taught courses • Developing and strengthening a SALL CoP

31. Principle 7: Create a rhythm for the community • Fit in with the natural rhythm of the membership • Most SALL people are teachers who tend to work to similar annual schedules Example: The HK CoP goes quiet in the summer, at Christmas and Chines New Year • Developing and strengthening a SALL CoP

32. Outline    • Conclusion 

33. From this example of a SALL practitioners’ CoP we see: • CoP membership is defined by shared understanding of concepts and practices • The CoP has been nurtured in line with the 7 principles of Wenger et al. (2006) • This has allowed for a long and fruitful life We argue that: Nurturing a strong CoP and encouraging membership contributes to the development of teachers’ professional identity • Conclusion