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Characteristics of communities of practice: would the real community of practice please stand up!

Falk, Ian H. and Guenther, John Ch. (2007). Characteristics of communities of practice: would the real community of practice please stand up!. Learning Communities: International Journal of Learning in Social Contexts,2007:40-77.

Document type: Journal Article
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Title Characteristics of communities of practice: would the real community of practice please stand up!
Author Falk, Ian H.
Guenther, John Ch.
Journal Name Learning Communities: International Journal of Learning in Social Contexts
Publication Date 2007
Volume Number 2007
ISSN 1329-1440   (check CDU catalogue  open catalogue search in new window)
Start Page 40
End Page 77
Total Pages 38
Place of Publication Darwin, NT, Australia
Publisher Social Partnerships in Learning Research Consortium - Learning Research Group, Charles Darwin University
Field of Research 1301 - Education Systems
HERDC Category C1 - Journal Article (DEST)
Abstract This paper presents findings of research into teachers’ vocational learning using professional development experiences in two schools in Darwin, Northern Territory. Part of the Northern Territory government’s ‘Building better schools’ initiative is about establishing Communities of Practice they call ‘Professional Learning Communities’ (PLCs) to enable teachers to develop and share models of best practice through Territorywide communities of practice. The paper explores teachers’ perceptions of professional development (PD) in terms of what is effective for them. It attempts to determine whether these professional learning experiences include elements of professional learning communities. It therefore informs the discussion around the implementation of the ‘Building better schools’ initiative and for the theory and practice of the research about communities of practice by providing an indication of the breadth of PD experiences of staff and their likely acceptance of PLC models. For perhaps the first time ever, evidence is presented for the scope and nature of the characteristics that differentiate traditional models from PLC models, which may then be used as benchmarks for assessing the ‘fit’ of programs that may be recommended for funding. There are implications for the professional development of VET staff as well as for national and state policy bodies concerned with the effectiveness of PD in enabling change.
Additional Notes This article has been extracted from Learning Communities: International Journal of Learning in Social Contexts, November 2007
Description for Link Link to published version
URL http://www.cdu.edu.au/centres/spill//publications_ijlsc.html


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