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dc.contributor.authorGreen, Wendy
dc.contributor.authorHibbins, Raymond
dc.contributor.authorHoughton, Luke
dc.contributor.authorRuutz, Aaron
dc.date.accessioned2017-05-03T11:54:21Z
dc.date.available2017-05-03T11:54:21Z
dc.date.issued2013
dc.date.modified2014-01-08T05:12:02Z
dc.identifier.issn0305-4985
dc.identifier.doi10.1080/03054985.2013.791266
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 analysis
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom247
dc.relation.ispartofpageto266
dc.relation.ispartofissue2
dc.relation.ispartofjournalOxford Review of Education
dc.relation.ispartofvolume39
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode13
dc.titleReviving praxis: stories of continual professional learning and practice architectures in a faculty-based teaching community of practice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2013
gro.hasfulltextNo Full Text
gro.griffith.authorHibbins, Raymond T.
gro.griffith.authorRuutz, Aaron J.
gro.griffith.authorHoughton, Luke


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