%0 Book Section %1 CLEE_1_12 %A Yildirim, Rana %B Communities of Practice: Creating Learning Environments for Educators %C Charlotte, NC %D 2008 %E Kimble, Chris %E Hildreth, Paul %I Information Age Publishing %K CPD Continuing_Professional_Development In-Service_Teacher_Training LPP Legitimate_Peripheral_Participation Primary_Schools TEFL TEYL Teaching_English_as_a_Foreign_Language Teaching_English_to_Young_Learners %P 233--254 %T Adopting Communities of Practice as a Framework for Teacher Development %U http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_12.html %V 1 %X This chapter reports on a study that aims to explore the potential effect of Communities of Practice (CoPs) as a framework for teacher learning and professional development. The Community of Practice (CoP) created among a group of primary school teachers for this study aimed at enhancing teachers' knowledge and perceptions of teaching English to young learners. The findings strongly suggest that a CoPs approach to teachers' professional development is more beneficial than the so-called traditional learning opportunities envisaged by many in-service teacher training models. It creates a powerful learning environment where teachers can find opportunities to share, cooperate, understand, and support each other; become aware of their weaknesses and strengths; and enhance their perceptions of Teaching English to Young Learners through collaborative, dialogic and reflective learning. %& 12

@incollection{CLEE_1_12, abstract = {This chapter reports on a study that aims to explore the potential effect of Communities of Practice (CoPs) as a framework for teacher learning and professional development. The Community of Practice (CoP) created among a group of primary school teachers for this study aimed at enhancing teachers' knowledge and perceptions of teaching English to young learners. The findings strongly suggest that a CoPs approach to teachers' professional development is more beneficial than the so-called traditional learning opportunities envisaged by many in-service teacher training models. It creates a powerful learning environment where teachers can find opportunities to share, cooperate, understand, and support each other; become aware of their weaknesses and strengths; and enhance their perceptions of Teaching English to Young Learners through collaborative, dialogic and reflective learning.}, added-at = {2008-04-12T22:09:41.000+0200}, address = {Charlotte, NC}, author = {Yildirim, Rana}, biburl = {https://www.bibsonomy.org/bibtex/2e4bf54e4278193fb17749746958e5c0f/xckuk}, booktitle = {Communities of Practice: Creating Learning Environments for Educators}, chapter = 12, description = {CLEE}, editor = {Kimble, Chris and Hildreth, Paul}, interhash = {e0f60779ee61280802fdb752b064cdd7}, intrahash = {e4bf54e4278193fb17749746958e5c0f}, keywords = {CPD Continuing_Professional_Development In-Service_Teacher_Training LPP Legitimate_Peripheral_Participation Primary_Schools TEFL TEYL Teaching_English_as_a_Foreign_Language Teaching_English_to_Young_Learners}, pages = {233--254}, publisher = {Information Age Publishing}, timestamp = {2008-04-12T22:09:41.000+0200}, title = {Adopting Communities of Practice as a Framework for Teacher Development}, url = {http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_12.html}, volume = 1, year = 2008 }