{"id":1610,"date":"2017-01-13T16:12:47","date_gmt":"2017-01-13T16:12:47","guid":{"rendered":"http:\/\/blogs.ua.pt\/cidtff\/?p=1610"},"modified":"2017-01-13T16:12:47","modified_gmt":"2017-01-13T16:12:47","slug":"artigo-the-dynamics-of-an-online-community-of-practice-involving-teachers-and-researchers","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=1610","title":{"rendered":"Artigo | The dynamics of an online community of practice involving teachers and researchers"},"content":{"rendered":"

Margarida Marques, Maria Jo\u00e3o Loureiro & Lu\u00eds Marques | Professional Development in Education. Vol. 42\"rjie20-v042-i05-cover\"<\/a><\/strong><\/p>\n

Abstract:<\/p>\n

“In the literature, communities of practice (CoPs) are recognised as having potential to promote teachers\u2019 professional development. However, the study of the dynamics of CoPs with teachers and researchers, and their impact on teachers\u2019 professional development, is still scarce. Contributing to fill this gap, this paper presents a single case study of the dynamics of a Portuguese online CoP, created during the research project IPEC. The messages posted by the group\u2019s members in online fora (the most used communication tool) and descriptive statistics of the use of the project\u2019s platform are presented and discussed. The analysis shows different levels of participation among the members over two school years. The group\u2019s dynamic fits an adaptation of Wenger et al.<\/i>\u2019s model of CoP development stages. Finally, this analysis allowed the presentation of suggestions concerning teachers\u2019 involvement in CoPs and their professional development.”<\/p>\n

ver mais<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Margarida Marques, Maria Jo\u00e3o Loureiro & Lu\u00eds Marques | Professional Development in Education. Vol. 42 Abstract: “In the literature, communities of practice (CoPs) are recognised as having potential to promote teachers\u2019 professional development. However, the study of the dynamics of CoPs with teachers and researchers, and their impact on teachers\u2019 professional development, is still scarce. […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,14,5],"tags":[],"class_list":["post-1610","post","type-post","status-publish","format-standard","hentry","category-artigos","category-destaques","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t