Sustaining teacher education programs through online communities of practice

Abstract: It is clear from the literature that many practitioners in the field of teacher training face the challenge of building a community spirit among their initial trainees or in-service teachers, Bach et al, (2007: 99). Furthermore, some may tackle learning and sharing as an “add-on” that people do if they have free time and not the “real” work, according to Chetley et al (2003:37). In many cases, teachers are obliged to work through certain tasks either in groups or peers. The fact that this kind of interaction is short, temporary, and formal in nature can make it artificial and therefore not effective in bringing together the community. This paper addresses the possibilities of using the theory of Communities of Practice (CoPs) to inform an enriching reconstruction or addition to teacher education programs by providing life-long situated practice and learning opportunities within a specific domain of interest. In this paper, some of the key characteristics, pedagogical approaches and related examples will be discussed. Finally, section four shows some reflective notes and comments on some recent online technologies related to CoPs along with some brief reflections from TESOL practitioners and members of some CoPs.

Outline

• What is a CoP?
• Why Use CoPs in TE Programs?
• CoPs, A Witnessed Evolution
• Review of the Common Pedagogical Approaches in Online CoPs

Abstract

Teaching secondary school students is real challenge. Directing or re-directing their energy towards interaction and dynamic learning is another challenge that teachers face most of the time. My students are secondary school Emirati students studying in a technical school in UAE. They are mostly false beginner learners of English as a foreign language. Using a general English course, those students are exposed to English for almost six hours a week in four periods. English is integrated in their other technical courses. The philosophy of the school is very much into technology with state-of-the-art new technologies and facilities for learners. The school encourages teachers to implement collaboration in the curriculum and methods of teaching.

This paper is based on an action research pilot project for digital video (DV) production. The project is to be implemented by four groups of grade eleven students at a technical school in UAE. The pilot project relies on project based learning (PBL), Schwartz et al (2007); where each of the four teams will produce and edit a short DV segment as a learning resource.

The aim of this study is to encourage students’ collaborative engagement in learning while practicing new skills related to real life situations and integrated to the topics discussed in the L2 or other technical courses. Another important goal for this study is to try to identify alternative authentic assessment tools to assess students’ progress in learning.