Using Communities of Practice Models Within Educational Psychology

• In Event: 30.076 - Communities of Practice: A Framework for Mentoring and Professional Development in Educational Psychology

Abstract

For years, educational psychologists have stressed the relevance of the field for the practice of teaching and learning (Alexander, 2004; Berliner, 1993; Woolfolk, 2000). However, the relevance of educational psychology has been questioned in reform initiatives (Anderman & Anderman, 1995; Berliner, 1993; O'Donnell & Levin, 2001; Weinstein & Way, 2003), and many educational psychologists are now defending the inclusion of educational psychology coursework in teacher preparation programs (Anderman & Anderman, 1995; Weinstein & Way, 2003). It seems that one way educational psychologists could strengthen their argument for the necessity of educational psychology in teacher education is by modeling some of the very practices that they recommend to K-12 teacher educators.
In recent years, educational literature has devoted considerable attention to the topic of communities of practice (CoPs). While there is not a universal definition of a CoP and shades of interpretation may exist (e.g., professional learning communities; Stoll, Bolam, McMahon, Wallace & Thomas, 2006), there is consensus that a CoP is characterized by a group of individuals sharing and critically interrogating their practice in an ongoing, reflective, collaborative, and inclusive way (Mitchell & Sackney, 2000; Toole & Louis, 2002). Lave and Wenger (1991) conceptualized a CoP as a group of individuals who share a common interest and a desire to learn from and contribute to the community with their variety of experiences. Central to this conceptualization was that an individual would become a part of a CoP by participating in ongoing activities, making use of scaffolds provided by more expert members of the group until transforming from a new member to an established member of the community (Lave & Wenger, 1991).
Underlying much of the CoP literature is the assumption that teaching remains a largely isolated profession, with few opportunities for K-12 teachers to learn together in the context of their work (Lieberman, 2000). Many educational psychologists also experience the challenge of teaching in isolation (DeZutter, 2010). Given that CoPs are often grounded in theory that highlights the social nature of learning (Lave & Wenger, 1991), it is likely that exchange of ideas and critical discourse that may occur within a CoP will help members develop their craft. Empirical studies have found that well developed communities of practice have a positive impact on both teaching practices and student achievement (Vescio, Ross, & Adams, 2007).
For K-12 educators, CoPs often develop naturally because of common interest in a particular area, such as a desire to improve student learning or to increase achievement, or for accountability measures that are part of reform initiatives. For members of higher education, a CoP can be created deliberately with the goal of increasing members’ skills and knowledge within a specific field (e.g., educational psychology). It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop themselves personally and professionally. Our goal is to explore how a CoP perspective could inform and facilitate faculty mentoring and professional development within the educational psychology community.

Author

• Laurie B. Hanich, Millersville University of Pennsylvania