Teacher Educators' Communal Learning in the Workplace

• In Event: 63.047 - Teacher Educators' Professional Learning in Communities: A Promising Strategy

Abstract

Objectives
This study explores teacher educators' communal learning in the workplace. By looking closely at a multi-year workplace professional learning community, we examine the learning of the participants and the reciprocity between the community of learners and the institution in which it operates.

Theoretical framework
The professional learning of teacher educators is critical to the successful training of the next generation of teachers (Zhu, 2010; Karagiorgi & Nicolaidou, 2013; Koster, Dengerink, Korthagen, & Lunenberg, 2008). Nevertheless, their professional learning has been a neglected goal of the educational research community for many years. However, it has recently emerged as a topic worthy of pursuit (Ping, Schellings, & Beijaard, 2018). Different formats for their learning have been put forward, including the centrist framework which takes place outside the workplace, serving faculty from different institutions (e.g.Reichenberg, Kleeman, & Sagee, 2013; Koster et al., 2008), as well as the workplace model targeted at members of the local faculty (e.g. Cherup & Snyder, 2003). The centrist model typically focuses on topics of interest to faculty from various institutions and allows for cross institutional fertilization. The workplace model targets teacher educators from the same institution, to engage in professional learning on relevant topics, thereby acquiring skills and practices that can benefit them as well as their institution. Both models frequently employ the communal learning paradigm (Wenger, 2000) as a favored approach to organizing the professional learning experience.
The workplace model has shown much promise as it is embedded in the institutional culture in which it operates, forming a reciprocal relationship with its culture (Lave & Wenger, 1991). Little is known about the influence of the institution on teacher educators' learning and the influence of the workplace community on the institution itself.

Methods and Data sources
Qualitative methods were used to examine seven year-long communities that met monthly. Forty-nine teacher educators from different academic departments participated over the years. Several qualitative data sources were used. Interviews were conducted with 27 teacher educators who participated in the communities, recordings from 60 sessions were transcribed, and reflective writings of all participants were collected. Additional data sources included teaching artefacts and videos of practice. These data were analyzed using grounded theory methodology (Corbin & Strauss, 2008) to identify factors related to the professional learning of the participants and to the reciprocal influences of the workplace community on the college and the college on the community.

Results and significance
Teacher educators’ learning was achieved through the promotion of professional self-confidence and resilience, and a sense of belonging and commitment to improve teaching. Positive institutional messages were found to nurture teacher educators' learning in community. The learning community was found to influence the institution by breaking teacher isolation, promoting interdisciplinary discourse, and helping the institution to become a learning organization. Small learning communities thus find their way into the mainstream as members experience a sense of belonging and commitment to improving their instruction. Workplace endeavors enhance the institution as they support professional learning and contribute to the institution as a learning organization.

Authors

• Linor Lea Hadar, Beit Berl College

• David L Brody, Efrata College of Education