Open Access
Communities of practice: A brief introduction
Etienne Wenger
- 01 Jan 2009
2.6K
TL;DR: Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school.
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Abstract: Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. A community of practice is not merely a community of interest--people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems in short a shared practice. This takes time and sustained interaction. A good conversation with a stranger on an airplane may give you all sorts of interesting insights, but it does not in itself make for a community of practice. The development of a shared practice may be more or less self-conscious. The "windshield wipers" engineers at an auto manufacturer make a concerted effort to collect and document the tricks and lessons they have learned into a knowledge base. By contrast, nurses who meet regularly for lunch in a hospital cafeteria may not realize that their lunch discussions are one of their main sources of knowledge about how to care for patients. Still, in the course of all these conversations, they have developed a set of stories and cases that have become a shared repertoire for their practice.
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Citations
Teacher design teams as a strategy for professional development: the role of the facilitator
TL;DR: This paper explored the role and importance of the facilitator in teacher design teams and found that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase.
Practices of professional learning communities
TL;DR: In this paper, the authors used data from qualitative multiple case study, which investigated practices of leadership, culture, teacher collaboration, professional learning and development, and found that the principals played the main role in the progression of schools as PLCs.
Accounting Community of Practice pedagogy: a course management invention for developing personal competencies in accounting education
TL;DR: In this paper, the authors report the findings of an exploratory qualitative study using the implementation of Wenger's '' Communities of practice: Learning, meaning, and identity'' (1998).
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Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community
TL;DR: The authors examined whether teachers' actions in the Edmodo math subject community, a so-called online community of practice with more than 300,000 members, fit within Lave and Wenger's community-of-practice framework.
41
Teachers’ engagement in social support process on a networking site
Radzuwan Ab Rashid,Mohd Fazry A. Rahman,Shireena Basree Abdul Rahman +2 more
- 26 Jun 2016
TL;DR: Rashid et al. as mentioned in this paper investigated teachers' engagement in social support process on a social support on a networking site and found that teachers mainly post about negative experiences at school, such as facing colleagues and students whom they perceived as problematic and time pressure.
40
References
•Book
Communities of Practice: Learning, Meaning, and Identity
Etienne Wenger
- 01 Jan 1998
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
37.3K
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