"Go for Broke and Speak Your Mind!" Building a Community of Practice with Bilingual Pre-Service Teachers
Bibliographic Data
| ID | 12392172 |
|---|---|
| Authors | Hyesun Cho (0000-0002-3846-8456, University of Kansas, corresponding author) |
| Year | 2014 |
| Publication date | 2014-12-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Report (JOURNAL) |
| Journal identifiers | ISSN: 1052-0147 • E-ISSN: 2160-3715 |
| Publisher | Nova Southeastern University (PUBLISHER • US) |
| DOI | 10.46743/2160-3715/2014.1293 |
| OpenAlex | W650511784 |
| Language | EN |
| Citations received | 1 |
| References cited | 17 |
Despite the popularity of communities of practice (CoP) in education, there is a paucity of research on teacher preparation programs that are deliberately created to build and sustain CoP to help bilingual pre-service teachers’ learning. This qualitative study describes how a community of practice was purposefully developed in a teacher preparation program for bilingual undergraduates in Hawaii. Using multiple forms of qualitative data, such as classroom transcripts, interviews, online discussion posts, and reflection journals, I illustrate how a cohort of pre-service teachers and their instructor created a facilitative and reflective classroom community of practice. Using narrative inquiry and thematic analysis, I identified two overarching contextual conditions that provided a favorable learning environment for student participation: (1) sustained support and rapport within a cohort, and (2) narratives as a process of mutual engagement. Findings suggest teacher educators purposefully create CoP for pre-service teachers around shared narratives in order to foster sustained critical reflections
Community of practice · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Popularity · Qualitative research · Reflective Practice · Service-learning · Sociology · Teacher education · Thematic analysis · Collaborative Teaching and Inclusion · EFL/ESL Teaching and Learning · Psychology · Teacher Education and Leadership Studies · Social Psychology
Actual Minds, Possible Worlds
‘Cultural Identity and Diaspora’
Discursive representation and enactment of national identities
Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers
Preparing for professional experiences—incorporating pre-service teachers as ‘communities of practice’
Teachers as sojourners
Teaching portfolios, community, and pre-service teachers’ professional development
Chasms and bridges
Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts
Enacting Critical Literacy
Interpretive Ethnography
Emotions and Teacher Identity
On the Notion of Culture in L2 Lectures
Autobiographic Narratives as Data in Applied Linguistics
You tell all the stories
Situated Learning
Students' Involvement in Faculty Research
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |