Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice

Goos, Merrilyn E. and Bennison, Anne (2008) Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11 1: 41-60. doi:10.1007/s10857-007-9061-9

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Goos, Merrilyn E.
Bennison, Anne
Title Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice
Journal name Journal of Mathematics Teacher Education   Check publisher's open access policy
ISSN 1573-1820
Publication date 2008
Year available 2007
Sub-type Article (original research)
DOI 10.1007/s10857-007-9061-9
Open Access Status
Volume 11
Issue 1
Start page 41
End page 60
Total pages 22
Place of publication Netherlands
Publisher Springer
Collection year 2008
Language eng
Subject C1
330303 Teacher Education - Secondary
740201 Secondary education
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.
Keyword Pre-service teacher education
Communities of practice
Online discussion
mathematics
secondary school
online community
identity
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
Versions
Version Filter Type
Citation counts: Scopus Citation Count Cited 28 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Mon, 21 Apr 2008, 10:59:13 EST by Rebecca Donohoe on behalf of Library Corporate Services