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1

Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC)

100%
Inman S., Mackay S., Rogers M., Wade R.
Journal of Teacher Education for Sustainability
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2010
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vol. 12
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issue 2
97-109
EN
The article discusses and evaluates the experience of the UK Teacher Education Network for education for sustainable development (ESD) and global citizenship (GC) as a community of practice dedicated to embedding ESD and GC across teacher education in the UK. The article sets out the global and UK policy context for ESD and GC and outlines the differing government support and guidance for ESD/GC within teacher education across the four nations of the UK. The development and activities of the Network as a community of practice are evaluated in relation to the original aims of the Network with respect to the development and sharing of good practice and the embedding of ESD/GC across teacher education in the UK. The article concludes by arguing that the Network is successful in the first of the aims as there is now a vibrant UK wide teacher education community of practice in ESD/GC whereby radical practice can be explored, questioned and shared. However, the rapidly changing government policy context for education particularly in England makes it difficult to predict how effectively the Network can affect policy change and/or long lasting change in course content so as to embed ESD/GC in teacher education across the UK. The authors suggest that the Network will need to work alongside new and existing alliances to try to convince policy makers of the critical need to ensure that new teachers are equipped to develop effective ESD/GC in schools.
2

Uczenie się kompetencji społecznych w społecznościach praktyki – studium porównawcze

100%
Noworolnik M.
Dyskursy Młodych Andragogów / Adult Education Discourses
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2012
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vol. 13
21-31
EN
The paper compares the results of recent researches on learning social competencies in communities of practice among Polish and Danish shop-assistants. To approach the problem the authoress used the ethnographic method (both direct and participatory observation) supplemented with semi-structured interviews. As a result of a qualitative analysis of empirical data three various perspectives have been revealed, each within the scope of dominating or competitive salesmen cultures. The first one connected with acting role of shop-assistant and the second one concerning skillful moving inside a community. The quality and the type of acquired social skills depend not only on the context of national culture of a given country but, above all else, are relative to the organizational culture created by employees. Research has shown that ‘being-in’ and co-creating the community of practice gives a core opportunity to learn social competencies: first, when the employees want to get into the community and to be able to understand new culture, and later when they want to ‘play the same game on equal rules’ with other members. However, taking on new responsibilities does not always guarantee new skills even though social competencies are crucial from the standpoint of employees. Formal and non-formal changes in organizations are also essential for learning process at workplaces. Those modifications constitute context of the workplace learning, consequently supporting or hindering the learning process.
3

The Effect of Debate Training on Argumentation Skills: The Developmental Process for Japanese College Students

88%
Mika N., Ichi M. S.
Studies for the Learning Society
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2015
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vol. 3
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issue 1-2
4-12
EN
How do students acquire argumentation skills through debating? Although attempts have long been made to answer this question, a common limitation of previous studies is the tendency to ignore the potential of college students who learn how to argue in a community of practice. Cultural difference is also an important theme in argumentation studies, as individuals and a community co-construct the quality of their arguments. In Japanese education, argument is rarely taught in classes. Nakano (2007) pointed out that Japanese students tend to hesitate when arguing with friends, and are low in approach argumentativeness and high in avoidance argumentativeness, compared to other Asian countries. Parliamentary Debate (PD) is most popular and is effective for novice learners of argument (Inoue & Nakano, 2006). Every stage of debating, such as preparation, debate rounds, reflection and so on, forms a cyclic learning system, and this functions as an ideal community of practice (Lave & Wenger, 1991). The present study aims at exploring how members of a community acquire argumentation skills through debating. First, we identify patterns of argument produced in the community during a session. Second, we analyse transitional patterns, focusing on individual differences. In order to teach reasoning and persuasion to those who are especially unwilling to oppose someone, we need to have them realize their improvement with confidence by reducing their mental blocks.
4
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COLLABORATIVE PATTERNS OF LONG-TERM SUSTAINABILITY IN COMMUNITY SOCIAL ENTERPRISES: AN INTERNATIONAL COMPARATIVE CASE STUDY

88%
Kovanen S.
Quaestiones Geographicae
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2020
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vol. 39
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issue 4
EN
The article presents results from a research on the relevance and challenges of collaboration for the long-term sustainability of rural community enterprises. The study relies on Communities of Practice and Degrowth theories. Methods include semi-standardised interviews and focused ethnography in two community enterprises in rural areas in Germany and Portugal. Main results confirm the relevance of collaborative relations with residents, public sector, peer organisations and within the teams for both stability and transformative power of the organisations’ work. Respectful handling of privileges and balance in participation and professionalisation support sustainability, whereas institutional stagnation and involuntary degrowth may risk it.
5
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Languages and cultures in contact. The place of new speakers in the education system in Upper Lusatia

88%
Dołowy-Rybińska N., Ratajczak C.
Cognitive Studies
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2019
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issue 19
EN
Languages and cultures in contact. The place of new speakers in the education system in Upper LusatiaUpper Sorbs are a Slavic minority group living in eastern Germany. The number of Upper Sorbian speakers is diminishing. Upper Sorbs, the majority of whom are Catholics, have a strong ethnic identity based on language, faith, and tradition and they form a rather closed community in relation to the surrounding German population. To counteract the process of language loss, the Sorbs have established an educational project called ‘Witaj’. The continuation of this project is the `2 plus’ program of bilingual education in schools, which has been implemented by the federal state of Saxony. The idea behind these initiatives is to connect native Upper Sorbian speakers and learners in order to facilitate the achievement of language competence and to break down existing ethnic boundaries. The realisation of this concept has encountered numerous problems. The German-speaking pupils involved often feel unmotivated to learn Sorbian and are often rejected by the Sorbian-speaking community as (potential) members.This article presents the results of a research project examining the way young people from German-speaking homes who attend one of the Upper Sorbian middle schools acquire Sorbian language competence and how they create an identity in relation/opposition to their Sorbian-speaking peers. The analysis is based on the sociolinguistic observations of language practices conducted in the school in 2017 and on interviews with both native speakers and learners of Upper Sorbian. The article focuses on the following issues: relations between language practices, the necessary conditions for the active use of minority languages by learners, language and interpersonal contact, the acceptance of new speakers, and the creation of ‘communities of practice’. Języki i kultury w kontakcie. Miejsce nowomówców w systemie edukacji na Górnych ŁużycachŁużyczanie są słowiańską mniejszością zamieszkującą we wschodniej części Niemiec. Liczba osób posługujących się językami łużyckimi, w tym językiem górnołużyckim, stale maleje. Górnołużyczanie, w przeważającej mierze katolicy, tworzą raczej zamkniętą wspólnotę, opartą o silną tożsamość etniczną, język, wiarę i tradycje. Aby przeciwdziałać procesowi utraty języka, Łużyczanie stworzyli program „Witaj”, którego kontynuacją był stworzony przez land Saksonii program dwujęzycznego nauczania „2 plus”. Celem tych programów było połączenie rodzimych użytkowników łużyckiego oraz dzieci uczących się go, aby umożliwić tym ostatnim zdobywanie kompetencji językowych i przełamać istniejące granice etniczne. Realizacja tego pomysłu napotyka jednak liczne problemy. Uczniowie niemieckojęzyczni często czują się niezmotywowani do uczenia się górnołużyckiego, często są też odrzucani przez łużyckojęzyczną wspólnotę jako (potencjalni) użytkownicy łużyckiego.Artykuł przedstawia wyniki badań dotyczących sposobu, w jaki młodzi ludzie z niemieckojęzycznych domów chodzący do jednej z górnołużyckich szkół średnich, zdobywają kompetencje językowe i jak tworzą swoją tożsamość w relacji lub opozycji do ich łużyckojęzycznych kolegów. Analiza oparta jest o socjolingwistyczne obserwacje praktyk językowych, prowadzonych w szkole w 2017 roku, i na wywiadach z uczniami górnołużycko- i niemieckojęzycznymi. Tekst koncentruje się na relacji między praktykami językowymi, warunkami niezbędnymi do tego, żeby język mniejszościowy mógł być aktywnie używany przez uczących się i tworzeniem relacji między ludźmi, poczucia akceptacji oraz wspólnot praktyki.
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Community of Practice as a teaching approach in a postgraduate environment. An insider ethnography of a higher education institution in South Africa

75%
Tandlich R.
Academicus. International Scientific Journal
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2022
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vol. 13
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issue 25
143-173
EN
This auto-ethnographic description of the experiences in the development of the teaching and learning approach, at the postgraduate level, introduces the impact of the community of practice in the development of the learning processes in South Africa, with an international view. The principles of community of practice are outlined and the theoretical grounding is provided in terms of the notion of assemblage theory, the definitions of fundamental and derivative epistemic authority, as well as the assemblage boundary and the personal intents of the community of practice members. The theoretical grounding is then applied through several iterations of the community of practice between 2006 and present. The adaptive nature of the community of practice as an assemblage and the function as a sociology-of-knowledge system are outlined.
7
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Republikánská antropologie jako komunita praxe: mezi politickou ideologií Kuomintangu a formováním národa pomocí etnografického výzkumu v jihozápadní Číně

75%
Karlach J.
Český lid: etnologický časopis (Český lid: Ethnological journal)
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2023
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vol. 110
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issue 3
349-369
EN
The article examines the work of the first generation of Chinese anthropologists, who emulated the late-Qing intellectuals in the indigenization of colonial science through contacts with European and American colleagues. The analysis is set against the backdrop of the historical, political and ideological context of the Republic of China (1911–1949). Although the Chinese historiography ex-post profiled the anthropologists as members of two competing schools, the article argues that they rather formed a fieldwork-oriented community of practice. Within this loose community, they opened up a discursive space not only for confrontation with their common enemy during the Second SinoJapanese War but also for a critical interrogation of the racial assimilationist ethnic policies of the ruling Kuomintang. With their different approaches, the debates among them produced various conceptualizations of their common goal: a unified Chinese nation.
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Kešonymické hrátky: motivační typy pojmenování keší v českém geocachingu

75%
Chovanec J.
Acta onomastica
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2012
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vol. 53
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issue 1
117-133
EN
Based on an analysis of the names of approximately 1500 Czech geocaches, the article outlines the basic naming processes involved in choosing cache names. Since most geo-caches are located in the open countryside, it is not surprising that transonymic processes involving transformation of toponyms and other kinds of place names are very frequent. However, due to the diverse character of geocaches, the motivation may also derive from existing anthroponyms or any other names of man-made, natural or fictional objects. Cache--naming may likewise involve the specification of the founder’s identity, the method of sol-ving a mystery task, the cache function, a mention of the treasure-hunting nature of the game and the serial character of some caches, with names often chosen with an element of humour. It is argued that the special nature of caches as onymic objects allows their names to be conceived of as a special category, namely cacheonyms. The article also discusses several aspects of the formal make-up of cache names and outlines some basic socio-linguistic issues connected with code choice (local code /e.g. Czech/ v. English v. other codes, and their mutual combinations).
9

“Eks me oleme kõik natuke idealistid.” Muuseumite ja keskkonnahariduskeskuste õppeprogrammide juhendajad

75%
Uppin H., Timoštšuk I.
Mäetagused
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2023
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vol. 88
53-94
EN
The diverse and egalitarian nature of Estonian education has been attributed to the relatively high degree of teachers’ autonomy. Among other things, teachers are free to decide how and where to teach, and it is very common to teach in out-of-school settings such as museums, science centres, etc. The network of different learning sites that schools use has not been thoroughly described in previous literature and is thus somewhat hidden and vulnerable to rapid societal changes. Thus, this article aims to describe the practice and perceived role in formal education of on-site educators from museums, environmental centres, and other similar institutions of science and culture. Seven semi-structured focus-group interviews were carried out with 27 educators. This purposeful sample was compiled with the help of experts in the field. The limitation of this sample was that it brought together representatives of outstanding providers of curriculum-related learning activities, and so it describes the practice of excellent rather than novice or un-motivated educators. On the other hand, such a sample gives us a deeper understanding of the best practices and possibilities of the field. We found that similarly to previous results, the core practice of on-site educators involves creating, developing, and carrying out learning activities, and general organisational work. Based on the interviews, the practice of on-site educators can be described as flexible, spontaneous, collaborative, seasonal, place- and theme-specific, and project-based. Their practice is also diverse in terms of tasks both on daily/yearly basis and throughout their careers, thus illustrated by low routine and high creativity. The background of on-site educators is diverse and there are no standard career or education paths, but they can be described as strongly oriented towards constant self-development and learning, although the majority of interviewees had obtained both theoretical and pedagogical training from university and had also worked as teachers at some point in their careers. They enjoy their work and feel that it is important to connect students with nature, culture, art, or whatever their field is, to enrich their lives, support their studies, and build a better society. Thus, they often explain the value of their work through the lens of life-long learning of their students. We conclude that out-of-classroom education in the form of field trips to museums and other similar institutions is deeply connected with curriculum and helps to achieve sustainable development goals. However, as the funding for field trips has steadily increased in the past years and there are more and more schoolteachers who have no professional pedagogical training, an increasing number of schoolteachers seem to be unprepared to support students in out-of-school learning environments. We describe and expand on good practices to support schoolteachers in out-of-school learning activities and in collaboration of museum on-site educators and schoolteachers; for example, joint training programmes for in-service schoolteachers and on-site educators (especially for supporting students with special needs and content- and language-integrated learning in the context of Russian speaking students), and career changes between schools and museums (on-site educators becoming teachers and vice versa). We documented some clever funding schemes that act as boundary objects and enhance collaboration between schoolteachers and on-site educators, but we also suggest avoiding pressuring the content of learning activities through funding, as this could hinder teacher autonomy and lead to unnecessary standardisation. We suggest creating coherence between different ministries who govern schools, museums and providers of environmental learning activities, and involving on-site educators more in wider educational discussions. Education is much more than schools, and on-site educators should be considered as equals to schoolteachers when it comes to funding and decision-making about education.
10
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Teoria Etienne’a Wengera w badaniach usytuowanego uczenia się kompetencji informacyjnych

63%
Rozkosz E. A.
Forum Oświatowe
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2017
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vol. 29
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issue 1(57)
97-128
EN
Etienne Wenger’s situated learning theory can provide a framework for understanding the complexity of learning. This paper aims to assess the theory’s usefulness in information literacy learning research, i.e., participation in information practice research. The author has reconstructed Wenger’s situated learning theory, using two aspects of learning – within and outside community of practice – and analyzed four research papers referring to the concepts of Wenger’s theory. The paper shows that in the field of information literacy learning, concepts related to learning within the community of practice are more useful than concepts related to learning outside that community.
PL
Teoria usytuowanego uczenia się Etienne’a  Wengera może dostarczyć ramy pojęciowej do objaśniana złożoności uczenia się. Celem artykułu jest ocena użyteczności tej teorii do badania uczenia się kompetencji informacyjnych, czyli badania uczestnictwa w praktyce informacyjnej. Dokonałam rekonstrukcji teorii usytuowanego uczenia się Wengera, wyodrębniając dwa aspekty uczenia się: wewnątrz oraz poza wspólnotą praktyki. Po  przeanalizowaniu czterech tekstów badawczych, których autorzy interpretowali praktykę informacyjną, używając pojęć z teorii Wengera,ustaliłam, że w tym polu badawczym użyteczne są pojęcia związane z uczeniem się w  obrębie wspólnoty praktyki, natomiast mniej użyteczne okazują się pojęcia związane z uczeniem się jako przekraczaniem granic wspólnoty praktyki.
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Wspólnota działań w perspektywie badań organizacyjnych

63%
Bendkowski J.
Organizacja i Zarządzanie : kwartalnik naukowy
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2014
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vol. nr 1
5--21
PL
Terminem „wspólnota działań” określa się samoorganizującą i niesformalizowaną grupę ludzi, zainteresowanych rozwiązaniem określonego problemu, i w tym celu współpracujących ze sobą przez dłuższy czas w formie wymiany pomysłów, szukania rozwiązań i tworzenia nowej wiedzy. Niejednoznaczność pojęcia „wspólnota działań” doprowadziła do chaosu terminologicznego i metodologicznego. Celem niniejszego artykułu jest uporządkowanie obszaru badawczego poprzez przedstawienie badań wspólnot działań funkcjonujących w środowisku organizacyjnym.
EN
The term „community of practice” refers to a self-organized and in formal group of people interested in solving their problems and the re fore working together exchanging ideas, finding solutions and creating new knowledge. The ambiguity of the term „community of practice” led to terminological and methodological chaos. The aim of this article is to clear the relevant terminology by presenting CoP research in organization studies literature.
12
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Community of practice i indywidualizacja w nauczaniu

51%
Karwowska-Struczyk M.
Problemy Wczesnej Edukacji
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2016
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vol. 12
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issue 2(33)
23-44
EN
Community of practice and the individualization of the educational process are the central concepts of the author’s reflections. In the article, selected conceptualizations of the community of practice have been presented. They have been found to be a starting point for the individualization of the educational approach to children at preschool and school age. The importance of the involvement of the whole local community in creating the educational environment has been shown on a basis of two ready for use models of community of practice proposed by P. Moss and R. Myers. The concept of individualization has been considered in the second part of the text. In this respect, self-esteem, as the major factor of the personalization of the educational dialogue between an adult (teacher) and a child, has been underlined. Its potential strength in determining the effects of the personalized interactions between an adult and a child has been highlighted.
13
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The possibility of teaching practices as a community of practice based upon the experiences of student-teachers

51%
Blaszk M.
Neofilolog
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2020
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issue 54/2
305-316
EN
In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), aca-demic supervisor and the academic staff who lead the English teach-ing methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.
14
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REFLEKSJA NAD DZIAŁANIEM A TOŻSAMOŚĆ SPOŁECZNA NAUCZYCIELA WE WSPÓLNOCIE PRAKTYKÓW

45%
Ciepiela K.
Neofilolog
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2014
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issue 43/1
111-124
EN
This article aims to discuss the problem of a relationship between reflection and identification in the community of EFL teaching practitioners. The basic tenet is that reflection enables individuals to construct and supply reification to community knowledge, which, in turn, allows for their identification as legitimate members of the community. Identity is neither static nor pre-given. It is built as one moves through life and changes according to one’s environmental needs, one’s interests and interactions. To expound and exemplify these tenets, two samples of conversations in a community of language teaching practitioners are analyzed. The analysis aspires to reveal a dialectic relationship between the processes of reflection and identification.
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