Innovative Projects in French Secondary State Schools: A Comparative Analysis of Two Communities of Practice
J. Marcel. Communities of Practice: Creating Learning Environments for Educators, 1, chapter 20, Information Age Publishing, Charlotte, NC, (2008)
Abstract
This chapter presents a study carried out in two CoPs (mainly made up of teachers) that were set-up in the same French secondary school; each of these was to implement a project that was considered innovative. The study is based on a theoretical framework aimed at articulating the notion of CoPs within a socio-cognitive approach to the professional development of teachers. During the research, the use of an ethnographical approach allowed for the combination of both a researcher stance and a participant stance without confusing the two. The analysis of the results yielded a better understanding of the content of the project, teaching practices (especially in their collective form) and the professional knowledge constructed and mobilized within a CoP. These results are used as a basis to uncover various elements that can be transferred to other contexts with regard to understanding how CoPs are set-up and operate. CoPs appear to operate in a mode that is comparatively subversive to the organization of teachers' work and state schools as they act as an endorsement of more autonomy for actors and organizations.
%0 Book Section
%1 CLEE_1_20
%A Marcel, Jean-François
%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 Active_Imitation Collective_Practices Educational_Staff Ethnographical_Inquiry PD Professional_Development Professional_Knowledge Secondary_Schools Social_Learning Socio-Cognitive_Approach Socio-Cognitive_Conflict Teaching_Practices
%P 385--402
%T Innovative Projects in French Secondary State Schools: A Comparative Analysis of Two Communities of Practice
%U http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_20.html
%V 1
%X This chapter presents a study carried out in two CoPs (mainly made up of teachers) that were set-up in the same French secondary school; each of these was to implement a project that was considered innovative. The study is based on a theoretical framework aimed at articulating the notion of CoPs within a socio-cognitive approach to the professional development of teachers. During the research, the use of an ethnographical approach allowed for the combination of both a researcher stance and a participant stance without confusing the two. The analysis of the results yielded a better understanding of the content of the project, teaching practices (especially in their collective form) and the professional knowledge constructed and mobilized within a CoP. These results are used as a basis to uncover various elements that can be transferred to other contexts with regard to understanding how CoPs are set-up and operate. CoPs appear to operate in a mode that is comparatively subversive to the organization of teachers' work and state schools as they act as an endorsement of more autonomy for actors and organizations.
%& 20
@incollection{CLEE_1_20,
abstract = {This chapter presents a study carried out in two CoPs (mainly made up of teachers) that were set-up in the same French secondary school; each of these was to implement a project that was considered innovative. The study is based on a theoretical framework aimed at articulating the notion of CoPs within a socio-cognitive approach to the professional development of teachers. During the research, the use of an ethnographical approach allowed for the combination of both a researcher stance and a participant stance without confusing the two. The analysis of the results yielded a better understanding of the content of the project, teaching practices (especially in their collective form) and the professional knowledge constructed and mobilized within a CoP. These results are used as a basis to uncover various elements that can be transferred to other contexts with regard to understanding how CoPs are set-up and operate. CoPs appear to operate in a mode that is comparatively subversive to the organization of teachers' work and state schools as they act as an endorsement of more autonomy for actors and organizations.},
added-at = {2008-04-12T22:06:45.000+0200},
address = {Charlotte, NC},
author = {Marcel, Jean-François},
biburl = {https://www.bibsonomy.org/bibtex/21139f3bc7253429b979db70b03aedd99/xckuk},
booktitle = {Communities of Practice: Creating Learning Environments for Educators},
chapter = 20,
description = {CLEE},
editor = {Kimble, Chris and Hildreth, Paul},
interhash = {2748f972e02be4ce0719e9fa2fcca66f},
intrahash = {1139f3bc7253429b979db70b03aedd99},
keywords = {Active_Imitation Collective_Practices Educational_Staff Ethnographical_Inquiry PD Professional_Development Professional_Knowledge Secondary_Schools Social_Learning Socio-Cognitive_Approach Socio-Cognitive_Conflict Teaching_Practices},
pages = {385--402},
publisher = {Information Age Publishing},
timestamp = {2008-04-12T22:06:45.000+0200},
title = {Innovative Projects in French Secondary State Schools: A Comparative Analysis of Two Communities of Practice},
url = {http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_20.html},
volume = 1,
year = 2008
}