Journal article
Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice
Journal of Mathematics Teacher Education, Vol.11(1), pp.41-60
2008
Abstract
The aim of this study is to investigate how a community of practice focused on becoming a teacher of secondary school mathematics emerged during a pre-service teacher education programme and was sustained after students graduated and began their first year of full-time teaching in schools. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger's (1998) three defining features of a community of practice: mutual engagement of participants, negotiation of a joint enterprise, and development of a shared repertoire for creating meaning. Emergence of the online community was associated with our own role in facilitating professional dialogue, the voluntary and unstructured nature of participation, initial face-to-face interaction that created familiarity and trust, and the convenience of using email rather than logging on to a website. The study shows that the emergent design of the community contributed to its sustainability in allowing the pre-service and beginning teachers to define their own professional goals and values. © Springer Science+Business Media B.V. 2007.
Details
- Title
- Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice
- Authors
- M E Goos (Author) - University of QueenslandAnne Bennison (Author) - University of Queensland
- Publication details
- Journal of Mathematics Teacher Education, Vol.11(1), pp.41-60
- Publisher
- Springer Netherlands
- Date published
- 2008
- DOI
- 10.1007/s10857-007-9061-9
- ISSN
- 1386-4416
- Organisation Unit
- School of Education - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450628502621
- Output Type
- Journal article
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