Changing conditions, changing practices: An explorative study of continuing professional learning in a faculty-based community of practice

Green, Wendy, Hibbins, Ray, Houghton, Luke and Ruutz, Aaron (2011). Changing conditions, changing practices: An explorative study of continuing professional learning in a faculty-based community of practice. In: Refereed papers from the 34th HERDSA Annual International Conference. Higher Education Research and Development (HERDSA), Gold Coast , QLD, Australia, (). 4-7 July 2011.

Author Green, Wendy
Hibbins, Ray
Houghton, Luke
Ruutz, Aaron
Title of paper Changing conditions, changing practices: An explorative study of continuing professional learning in a faculty-based community of practice
Conference name Higher Education Research and Development (HERDSA)
Conference location Gold Coast , QLD, Australia
Conference dates 4-7 July 2011
Proceedings title Refereed papers from the 34th HERDSA Annual International Conference
Place of Publication Milperra, NSW, Australia
Publisher Higher Education Research and Development Society of Australasia
Publication Year 2011
Sub-type Oral presentation
ISBN 0 908557 85 X
ISSN 1441-001X
Collection year 2012
Language eng
Abstract/Summary The changing context of tertiary teaching is affecting all aspects of academic work. Mindful that formal programs, designed to address the need for continuing professional development in this context can yield disappointing results, some scholars are exploring the potential of communities of practice (CoPs) (Lave & Wenger, 1991) to develop more effective approaches to professional development in faculties. This presentation aims to explore how members of a teaching community of practice (T-CoP) in a large, multi-disciplinary, multi-campus business faculty make sense of themselves as life-long professional learners after critically reflecting on their experiences in their CoP. Analysis of in-depth, semi-structured interviews conducted with 16 members, broadly representative of the T-CoP’s membership revealed that all16 interviewees had made changes to their teaching practice since joining the T-CoP. Long-term, active members reported the most significant changes, seeing their involvement as transformative. Newer/ peripheral members had a more pragmatic approach, electing to attend particular meetings in order to address a specific need. All interviewees stressed the value of the trusting relationships they developed. They believed the T-CoP has been effective because it is interactive, self-driven, ongoing, reflective, collaborative and embedded in practice. Interestingly, more active members also stressed its potential to increase the collective agency of its membership within the faculty and university; i.e., the T-CoP was seen as a space for critical reflection on workplace conditions as well as a vehicle for responding creatively to them.
Q-Index Code EX
Q-Index Status Provisional Code
Institutional Status Unknown
Additional Notes Presented Day 4 - 07th July 2011 Concurrent Roundtables

 
Versions
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Mon, 26 Sep 2011, 09:46:56 EST by Dr Wendy Green on behalf of Teaching & Educational Development Institute