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dc.contributor.authorGreen, Wendyen_US
dc.contributor.authorHibbins, Raymonden_US
dc.contributor.authorHoughton, Lukeen_US
dc.contributor.authorRuutz, Aaronen_US
dc.date.accessioned2017-05-03T11:54:21Z
dc.date.available2017-05-03T11:54:21Z
dc.date.issued2013en_US
dc.date.modified2014-01-08T05:12:02Z
dc.identifier.issn03054985en_US
dc.identifier.doi10.1080/03054985.2013.791266en_US
dc.identifier.urihttp://hdl.handle.net/10072/55363
dc.description.abstractLave and Wenger's conceptualisation of communities of practice (CoPs) has had a profound impact on the way many think about learning at work. In universities, CoPs have the potential to meet the continuing professional learning (CPL) needs of academics in ways that formal structured programmes cannot. However, participating in CoPs can be a disempowering experience, depending on the way power is exercised within and outside of the community. Using narrative methods here, we explore the nature of CPL in a faculty-based teaching community of practice, paying particular attention to the links between the individual and extra-individual. Although all 15 CoP members interviewed for this study spoke of becoming more innovative and confident teachers since joining the community, noteworthy differences emerged in their descriptions of their engagement. Long-term and new members' stories were qualitatively different: old-timers told stories of praxis, of personally transformative CPL that involved them in collective action in the wider socio-cultural context of teaching, while newcomers spoke of a more individualistic and pragmatic approach focused on professional survival. Implications for further research and practice are discussed. Keywords: Communities of Practice; continuing professional learning; professional development; academic practice; teaching practice; narrative analysisen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom247en_US
dc.relation.ispartofpageto266en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalOxford Review of Educationen_US
dc.relation.ispartofvolume39en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classifieden_US
dc.subject.fieldofresearchcode130299en_US
dc.titleReviving praxis: stories of continual professional learning and practice architectures in a faculty-based teaching community of practiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2013
gro.hasfulltextNo Full Text


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