Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice |
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| Authors: | Merrilyn E Goos and Anne Bennison |
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| Institution: | (1) School of Education, The University of Queensland, Queensland, QLD, 4072, Australia |
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| Abstract: | The aim of this study is to investigate how a community of practice focused on becoming a teacher of secondary school mathematics
emerged during a pre-service teacher education programme and was sustained after students graduated and began their first
year of full-time teaching in schools. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger’s
(1998) three defining features of a community of practice: mutual engagement of participants, negotiation of a joint enterprise,
and development of a shared repertoire for creating meaning. Emergence of the online community was associated with our own
role in facilitating professional dialogue, the voluntary and unstructured nature of participation, initial face-to-face interaction
that created familiarity and trust, and the convenience of using email rather than logging on to a website. The study shows
that the emergent design of the community contributed to its sustainability in allowing the pre-service and beginning teachers
to define their own professional goals and values.
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| Keywords: | Pre-service teacher education Communities of practice Online discussion |
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