Developing teachers’ pedagogical identities through a community of practice: learning to sustain the use of a student-centered inquiry as curriculum approach |
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| Authors: | Carla Luguetti Raquel Aranda Oscar Nuñez Enriquez Kimberly L Oliver |
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| Institution: | 1. Department of Kinesiology and Dance, New Mexico State University, Las Cruces, NM, USA;2. School of Physical Education and Sport, Santa Cecília University, Santos-SP, Brazil;3. School of Physical Education, Ribeir?o Preto University, Guarujá-SP, Brazilluguetti@usp.br |
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| Abstract: | ABSTRACTThis collaborative self-study explores how educators’ pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly collaborative group meetings, and 3 90-minute interviews per teacher. Culture, values, beliefs and professional background were critical for the development of the teachers’ pedagogical identities in the process of learning to use a SCIC approach within a community of practice. These experiences created for some, places to further develop their ideas about teaching, whereas for others they caused great discomfort and a sense of personal loss. The CoP facilitated the development of the teachers’ pedagogical identities, changing positionalities, and negotiating culture, values, beliefs and professional backgrounds. |
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| Keywords: | Community of practice student centered pedagogy inquiry based learning student engagement teacher change participatory action research collaboration critical pedagogy |
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