Developing Teacher Identities as In Situ Teacher Educators through Communities of Practice

Diane Truscott, Kim Stevens Barker

Research output: Contribution to journalArticlepeer-review

Abstract

This qualitative study explored the development of classroom teacher identities as in situ teacher educators through a multi-year, school-university partnership. Seven focus group interviews conducted across three years with educators from high-need, urban schools were analyzed using Wenger’s theory of Communities of Practice (CoP). We found that teachers shared a vision for quality equity-based instruction for diverse schools and valued fresh ideas and their roles as partners in preparing a new pool of teachers. Teachers engaged in new practices through embedded learning and were fueled by their developing community with like-minded allies as teacher educators.

Original languageEnglish (US)
Pages (from-to)333-351
Number of pages19
JournalNew Educator
Volume16
Issue number4
DOIs
StatePublished - Oct 1 2020

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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