O valor formativo das comunidades de prática na construção da identidade profissional
DOI:
https://doi.org/10.21814/rpe.12275Resumo
A formação de professores tem experienciado alterações substantivas no que diz respeito à sua concetualização e organização. Atendendo ao facto de a aprendizagem ser situada social e culturalmente, este texto de reflexão concetual procurou reequacionar o valor formativo das Comunidades de Prática para a construção da identidade profissional de futuros professores em contexto de estágio, bem como identificar os constrangimentos que pode encerrar. Da reflexão sobreveio o potencial das Comunidades de Prática no processo de construção da identidade profissional dos estagiários, que aqui encontram um espaço de partilha e de reflexão que lhes permite construir e reconstruir conceções, pelo assumir gradual de papéis potencialmente emancipatórios. Já as limitações incorrem das relações estabelecidas no seio das Comunidades de Prática quando estas se estruturam com base numa hierarquia excessiva e unidirecional.
Palavras-chave: Comunidade de Prática; Identidade profissional; Estágio; Estudantes estagiários
ABSTRACT
Teacher training has experienced substantive changes with respect to its composition and organization. Given that learning is socially and culturally situated, this conceptual reflection text aimed to re-evaluate the formative value of the Communities of Practice in the construction of the professional identity of future teachers within practicum, as well as recognize the constraints that Communities of Practice may entail. From the reflection, it can be emphasised the potential of the Communities of Practice in the process of building the professional identity of the preservice teachers, since they find a space of sharing and reflection that allows them to construct and reconstruct conceptions, by gradually taking on potentially emancipatory roles. Limitations, on the other hand, lie in the relations established within the Communities of Practice when they are structured on the basis of an excessive and unidirectional hierarchy.
Keywords: Community of Practice; Professional identity; Practicum; Preservice teachers
Downloads
Referências
Alves, M., Queirós, P., & Batista, P. (2014). Os processo de agenciamento e de estrutura no contexto do estágio profissional: A voz dos estudantes estagiários. In P. Batista, P. Queirós, & A. Graça (Eds.), O estágio profissional da (re)construção da identidade profissional em Educação Física (pp. 209-240). Porto: FADEUP.
Baker, A., & Beames, S. (2016). Good CoP: What makes a community of practice successful? Journal of Learning Design, 9(1), 72-79.
Batista, P., & Pereira, A. L. (2014). Uma reflexão acerca da formação superior de profissionais de Educação Física: Da competência à conquista de uma identidade profissional. In I. Mesquita & J. Bento (Eds.), Professor de Educação Física: Fundar e dignificar a profissão (pp. 75-101). Porto: FADEUP.
Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning pre-service teachers' professional identities. Issues in Educational Research, 25(3), 225-245.
Bouchamma, Y., & Michaud, C. (2011). Communities of practice with teaching supervisors: A discussion of community members' experiences. Journal of Educational Change, 12(4), 403-420.
Brady, J. (2015). Dialect, power and politics: Standard English and adolescent identities. Literacy, 49(3), 149-157. doi:10.1111/lit.12058
Cardoso, I., Batista, P., & Graça, A. (2016). Narrativas acerca da formação de professores de Educação Física em contexto de prática supervisionada. Sociologia: Revista da Faculdade de Letras da Universidade do Porto, 32, 125-145. doi:10.21747/08723419/soc32a6
Correa, J. M., Martínez-Arbelaiz, A., & Gutierrez, L. P. (2014). Between the real school and the ideal school: Another step in building a teaching identity. Educational Review, 66(4), 447-464. doi:10.1080/00131911.2013.800956
Cross, M., & Ndofirepi, E. (2015). On becoming and remaining a teacher: Rethinking strategies for developing teacher professional identity in South Africa. Research Papers in Education, 30(1), 95-113.
Cuddapah, J. L., & Clayton, C. D. (2011). Using Wenger's communities of practice to explore a new teacher cohort. Journal of Teacher Education, 62(1), 62-75.
Cunha, M., Batista, P., & Graça, A. (2014). Um olhar sobre o estágio em Educação Física: Representações de estagiários do ensino superior público português. In P. Batista, P. Queirós, & A. Graça (Eds.), O estágio profissional na (re)construção da identidade profissional em Educação Física (pp. 143-180). Porto: FADEUP.
Cyrino, M. C. C. T. (2016). Mathematics teachers’ professional identity development in communities of practice: Reifications of proportional reasoning teaching. Bolema: Boletim de Educação Matemática, 30(54), 165-187. doi:10.1590/1980-4415v30n54a08
Davies, B. (2005). Communities of practice: Legitimacy not choice. Journal of Sociolinguistics, 9(4), 557-581. doi:10.1111/j.1360-6441.2005.00306.x
Dotger, B. H., & Smith, M. J. (2009). "Where's the line?" –Negotiating simulated experiences to define teacher identity. New Educator, 5(2), 161-180.
Dubar, C. (2006). A crise das identidades. A interpretação de uma mutação. Porto: Edições Afrontamento.
Dumitru, D., & Enăchescu, V. (2015). Communities of practice as a mean for decentralization. Procedia - Social and Behavioral Sciences, 187, 752-756. doi:10.1016/j.sbspro.2015.03.158
Edmonds-Cady, C., & Sosulski, M. R. (2012). Applications of situated learning to foster communities of practice. Journal of Social Work Education, 1, 45-64.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). Review: What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65. doi:10.1016/j.edurev.2013.05.001
Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139-160.
Fiske, S. T., Dupree, C. H., Nicolas, G., & Swencionis, J. K. (2016). Status, power, and intergroup relations: The personal is the societal. Current Opinion in Psychology, 11, 44-48. doi:10.1016/j.copsyc.2016.05.012
Fletcher, T., & Kosnik, C. (2016). Pre-service primary teachers negotiating Physical Education identities during the practicum. Education 3-13, 44(5), 556-565.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232. doi:10.1016/j.tate.2005.09.002
Fogaça, F. C., & Halu, R. C. (2017). Comunidades de prática e construção identitária de formadores de professores em um programa de formação continuada. Revista Brasileira de Linguística Aplicada, 17(3), 427-454. doi:10.1590/1984-6398201711522
Forbes, C. T., & Davis, E. A. (2012). Operationalizing identity in action: A comparative study of direct versus probabilistic measures of curricular role identity for inquiry-based science teaching. International Journal of Science and Mathematics Education, 10(2), 267-292. doi:10.1007/s10763-011-9292-1
Freidus, H. (2002). Teacher education faculty as supervisors/advisors/facilitators: Playing multiple roles in the construction of field work experiences. Teacher Education Quarterly, 29(2), 65-76.
Garner, P., & Hill, D. M. (2017). Cultivating a community of practice to enable coach development in Alpine ski coaches. International Sport Coaching Journal, 4(1), 63-75.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
Gu, M. M. (2013). From pre-service to in-service teachers: A longitudinal investigation of the professional development of English language teachers in secondary schools. Educational Studies, 39(5), 503-521. doi:10.1080/03055698.2013. 801769
Hall, V. J. (2017). Exploring teacher-student interactions: Communities of practice, ecological learning systems – Or something else? Journal of Further and Higher Education, 41(2), 120-132. doi:10.1080/0309877X.2015.1070395
Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and beyond communities of practice: Making sense of learning through participation, identity and practice. Journal of Management Studies, 43(3), 641-653. doi:10.1111/j.1467-6486.2006.00605.x
Hardy, C., & Maguire, S. (2016). Organizing risk: Discourse, power, and "riskification". Academy of Management Review, 41(1), 80-108. doi:10.5465/amr.2013.0106
Harris, R. (2011). Learning how to be a teacher – Lessons the government needs to learn. Prospero, 17(3), 28-33.
Harrison, J. K., Lawson, T., & Wortley, A. (2005). Mentoring the beginning teacher: Developing professional autonomy through critical reflection on practice. Reflective Practice, 6(3), 419-441. doi:10.1080/14623940500220277
Howlett, C., Arthur, J. M., & Ferreira, J. A. (2016). Good CoPs and bad CoPs: Facilitating reform in first-year assessment via a community of practice. Higher Education Research and Development, 35(4), 741-754.
Iza, D. F. V., & Neto, S. D. S. (2015). Por uma revolução na prática de ensino: O estágio curricular supervisionado. Curutiba, Brasil: CRV.
James, N., Busher, H., & Suttill, B. (2016). ‘We all know why we’re here’: Learning as a community of practice on access to HE courses. Journal of Further & Higher Education, 40(6), 765-779.
Johnston, D. H. (2016). ‘Sitting alone in the staffroom contemplating my future’: Communities of practice, legitimate peripheral participation and student teachers’ experiences of problematic school placements as guests. Cambridge Journal of Education, 46(4), 533-551. doi:10.1080/0305764X.2015.1069793
Jones, K. M. L., Stephens, M., Branch-Mueller, J., & de Groot, J. (2016). Community of practice or affinity space: A case study of a professional development MOOC. Education for Information, 32(1), 101-119.
Joseph, D., & Heading, M. (2010). Putting theory into practice: Moving from student identity to teacher identity. Australian Journal of Teacher Education, 35(3), 75-87.
Kerno, J. S. J. (2008). Limitations of communities of practice. Journal of Leadership & Organizational Studies, 15(1), 69-78.
Khalil, K., Ardoin, N. M., & Wojcik, D. (2017). Social learning within a community of practice: Investigating interactions about evaluation among zoo education professionals. Evaluation and Program Planning, 61, 45-54. doi:10.1016/j.evalprogplan.2016.12.001
Kim Chuan, G., Wong, A. F. L., Choy, D., & Tan, J. P. I. (2009). Confidence levels after practicum experiences of student teachers in Singapore: An exploratory study. KEDI Journal of Educational Policy, 6(2), 121-140.
Kirk, D., & Macdonald, D. (1998). Situated learning in Physical Education. Journal of Teaching in Physical Education, 17(3), 376-387.
Kriner, B. A., Coffman, K. A., Adkisson, A. C., Putman, P. G., & Monaghan, C. H. (2015). From students to scholars: The transformative power of communities of practice. Adult Learning, 26(2), 73-80.
Lave, J., & Wenger, E. (2011). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Li, L. C., Grimshaw, J. M., Nielsen, C., Judd, M., Coyte, P. C., & Graham, I. D. (2009). Evolution of Wenger's concept of community of practice. Implementation Science, 4, 1-8. doi:10.1186/1748-5908-4-11
Liu, Y., & Xu, Y. (2013). The trajectory of learning in a teacher community of practice: A narrative inquiry of a language teacher’s identity in the workplace. Research Papers in Education, 28(2), 176-195.
Lu, Y. L. (2016). Experiences in the workplace community and the influence of community experiences on ENP courses for nursing professionals. Nurse Education Today, 40, 39-44. doi:10.1016/j.nedt.2016.01.025
Mak, B., & Pun, S.-H. (2015). Cultivating a teacher community of practice for sustainable professional development: Beyond planned efforts. Teachers & Teaching, 21(1), 4-21. doi:10.1080/13540602.2014.928120
Maynard, T. (2001). The student teacher and the school community of practice: A consideration of 'learning as participation'. Cambridge Journal of Education, 31(1), 39-52.
Mitra, D. L. (2008). Balancing power in communities of practice: An examination of increasing student voice through school-based youth-adult partnerships. Journal of Educational Change, 9(3), 221-242. doi:10.1007/s10833-007-9061-7
Morton, T., & Gray, J. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research, 14(3), 297-317. doi:10.1177/1362168810365243
Moss, T., & Pittaway, S. (2013). Student identity construction in online teacher education: A narrative life history approach. International Journal of Qualitative Studies in Education, 26(8), 1004-1018. doi:10.1080/09518398.2012.725139
Naz, F., Abida, K., Munir, F., & Saddiqi, A. F. (2010). Practicum: A need in teacher education. International Journal of Learning, 17(8), 443-459.
O'Brien, W., & Bates, P. (2015). "Looking and feeling the part": Developing aviation students' professional identity through a community of practice. Teaching in Higher Education, 20(8), 821-832.
Orsmond, P., & Merry, S. (2017). Tutors’ assessment practices and students’ situated learning in Higher Education: Chalk and cheese. Assessment and Evaluation in Higher Education, 42(2), 289-303. doi:10.1080/02602938.2015.1103366
Parker, M., Patton, K., Madden, M., & Sinclair, C. (2010). From committee to community: The development and maintenance of a community of practice. Journal of Teaching in Physical Education, 29(4), 337-357.
Pillen, M., Beijaard, D., & den Brok, P. (2013). Tensions in beginning teachers' professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240-260. doi:10.1080/02619768.2012.696192
Probst, G., & Borzillo, S. (2008). Why communities of practice succeed and why they fail. European Management Journal, 26(5), 335-347. doi:10.1016/j.emj.2008.05.003
Queirós, P. (2014). Da formação à profissão: O lugar do estágio profissional. In P. Batista, P. Queirós, & A. Graça (Eds.), O estágio profissional na (re)construção da identidade profissional em Educação Física (pp. 67-83). Porto: FADEUP.
Roberts, J. (2006). Limits to communities of practice. Journal of Management Studies, 43(3), 623-639. doi:10.1111/j.1467-6486.2006.00618.x
Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318-327. doi:http://dx.doi.org/10.1016/j.tate.2016.01.022
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
Sinner, A. (2010). Negotiating spaces: The in-betweeness of becoming a teacher. Asia-Pacific Journal of Teacher Education, 38(1), 23-37. doi:10.1080/13598660903 474171
Skerrett, A., & Williamson, T. (2015). Reconceptualizing professional communities for preservice urban teachers. Urban Review, 47(4), 579-600. doi:10.1007/s11256-015-0325-x
Smit, B., Fritz, E., & Mabalane, V. (2010). A conversation of teachers: In search of professional identity. Australian Educational Researcher, 37(2), 93-106.
Tavakoli, P. (2015). Connecting research and practice in TESOL: A community of practice perspective. RELC Journal: A Journal of Language Teaching and Research, 46(1), 37-52.
Ten Dam, G. T. M., & Blom, S. (2006). Learning through participation. The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22, 647-660. doi:10.1016/j.tate.2006.03.003
Trent, J. (2013). From learner to teacher: Practice, language, and identity in a teaching practicum. Asia-Pacific Journal of Teacher Education, 41(4), 426-440.
Trent, J., & Shroff, R. H. (2013). Technology, identity, and community: The role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy and Education, 22(1), 3-20.
Van Velzen, C., Bezzina, C., & Lorist, P. (2009). Partnerships between schools and teacher education institutes. In A. Swennen & M. van der Klink (Eds.), Becoming a teacher educator – Theory and practice for teacher educators (pp. 59-74). Heerlen: Springer.
Wenger, E. (2008). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. Boston, Massachusetts: Harvard Business School Press.
Williams, J. (2010). Constructing a new professional identity: Career change into teaching. Teaching and Teacher Education, 26(3), 639-647. doi:10.1016/j.tate.2009.09.016
Woodgate-Jones, A. (2012). The student teacher and the school community of practice: An exploration of the contribution of the legitimate peripheral participant. Educational Review, 64(2), 145-160. doi:10.1080/00131911.2011.590180
Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469-491.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
1. Autores conservam os direitos de autor e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution 4.0 CC-BY-SA que permite a partilha do trabalho com reconhecimento da autoria e publicação inicial nesta revista;
2. Autores e autoras têm autorização para assumir contratos adicionais separadamente para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: depositar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista;
3. Autores e autoras têm permissão e são estimulado/as a publicar e distribuir o seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal), já que isso pode aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
Esta obra está licenciada sob uma Licença Creative Commons - Atribuição Compartilhamento pela mesma Licença Internacional 4.0
