Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students

Graciela Roig; Antonia Rivera

doi:doi:10.11648/j.edu.20130204.18

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Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students

Graciela Roig, Antonia Rivera

Published in Education Journal (Volume 2, Issue 4)

Received: 20 June 2013 Accepted: Published: 20 July 2013

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Abstract

A community of practice focused on classroom research, used as a teacher professional development strategy, was created to promote deep reflections about student learning with understanding. This research, conducted in the southeast region of Puerto Rico, studied a community of practice in classroom research. The community of practice was formed by ten teachers who participated in an intervention geared to help them prepare a research proposal, conduct classroom research and present their findings in a professional research congress. A predominantly qualitative approach was used, mainly based on teachers’ written reflections, individual interviews, focus groups, documents and observations. Results indicated that teachers considered that the environment of the community of practice promoted their own learning, encouraged them to explore new teaching strategies and assessment techniques, and achieved learning with understanding of their students. They also greatly valued the time they had to reflect over their teaching-learning practices, both individually and collectively.

Published in	Education Journal (Volume 2, Issue 4)
DOI	10.11648/j.edu.20130204.18
Page(s)	155-162
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Classroom Research, Community of Practice, Professional Development, Learning with Understanding

References

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[5]	R. DuFour, R. DuFour, and R. Eaker, "Revisiting professional learning communities at work: Best practices for enhancing student achievements". Bloomington – IN: Solution Tree / National Education Services, 2008.
[6]	M. Lunenberg, J. Loughran, K. Schildkamp, J. Beishuizen, J. Meirink, and R. Zwart, "Self-study in a community of learning researcher: What can we do to help teachers / Teacher educators benefit from our research?", European Educational Research Journal, 6, pp. 411-423, 2007.
[7]	J. H. McMillan, J. Hearn, "Student self-assessment: Key to stronger student motivation and higher achievement", Educational Horizons, 87, pp.40-49, 2008.
[8]	J. Seltz, "Looking back, looking forward, a focus on assessment". Leadership, 66, pp. 92-93, 2008.
[9]	S. Hord, and W. Sommers, "Leading professional learning communities: Voices from research and practice", Thousand Oaks, CA: Corwin Press / National Association for Secondary Schools, 2008.
[10]	E. Wenger, "Communities of practice: Learning, meaning and identity", Boston: Cambridge University Press, 1998.
[11]	J. D. Bransford, A. L. Brown and R. R. Cocking, "How people learn: Brain, mind, experience, and school, Washington, DC: National Academy Press, 2000.
[12]	T. P. Carpenter, M. L. Blanton, P. Cobb,M. L. Franke, J. Kaput,and K. McClain, "Scaling up innovative practices in Mathematics and Science", National Center for Improving Student Learning and Achievement in Mathematics and Science: Research Report, 2004.
[13]	J. Arce, Panelist; Evidence: An Essential Tool MSP Meeting, "Using Evidence in STEM Disciplines", Washington, D.C., October 2004.
[14]	J. Arce and M. Bravo, Conceptual framework for ALACiMa (PRMSP) authentic professional development program, (Unpublished manuscript), 2005.
[15]	S. Loucks-Horsly, N. Love, K. Stiles, S. Mundry, and P. Hewson, "Designing professional development for teachers of science and mathematics (2nd ed.)", Thousand Oaks, California: Corwin Press, 2003.
[16]	K. Kiewra, "Teaching how to learn", Thousand Oaks, CA: Corwin Press, 2008.
[17]	P. K. Cross, and M. Harris Steadman, "Classroom research: Implementig the scholarship of teaching", San Francisco: Jossey Bass, 1996.
[18]	J. Harnett, "Reducing discrepancies between teachers’expoused theories and theories-in-use: An action research model of reflective professional development", Educational Action Research, 20, 367-384, 2012.
[19]	C. Mertler, "Action research: Teachers as researchers in the classroom (2nd.ed.)", Thousand Oaks, California: Sage Publications, Inc., 2009.
[20]	N. Fitchman, and D. Yendal-Hoppey, "The reflective educator guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry". Thousand Oaks, CA: Corwin Press, 2009.
[21]	G. Roig, and A. Rivera, "La comunidad de práctica como modalidad de desarrollo professional en investigación acción para el aprendizaje de conceptos científicos y matemáticos", El Sol, L, 12-13, 2008.
[22]	A. Rivera & G. Roig, (editoras) "Memorias de las Comunidades de Práctica en Investigación Acción, Año Académico 2006-2007 y 2007-2008. San Juan: Puerto Rico, 2010.
[23]	G. Roig & A. Rivera, "Conceptuación de las comunidades de práctica en la investigación acción" en Memorias de la Comunidad de Práctica en Investigación Acción, AlACiMa, San Juan: Puerto Rico, 2010.
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APA Style

Graciela Roig, Antonia Rivera. (2013). Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students. Education Journal, 2(4), 155-162. https://doi.org/10.11648/j.edu.20130204.18

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ACS Style

Graciela Roig; Antonia Rivera. Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students. Educ. J. 2013, 2(4), 155-162. doi: 10.11648/j.edu.20130204.18

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AMA Style

Graciela Roig, Antonia Rivera. Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students. Educ J. 2013;2(4):155-162. doi: 10.11648/j.edu.20130204.18

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@article{10.11648/j.edu.20130204.18,
  author = {Graciela Roig and Antonia Rivera},
  title = {Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students},
  journal = {Education Journal},
  volume = {2},
  number = {4},
  pages = {155-162},
  doi = {10.11648/j.edu.20130204.18},
  url = {https://doi.org/10.11648/j.edu.20130204.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130204.18},
  abstract = {A community of practice focused on classroom research, used as a teacher professional development strategy, was created to promote deep reflections about student learning with understanding. This research, conducted in the southeast region of Puerto Rico, studied a community of practice in classroom research. The community of practice was formed by ten teachers who participated in an intervention geared to help them prepare a research proposal, conduct classroom research and present their findings in a professional research congress. A predominantly qualitative approach was used, mainly based on teachers’ written reflections, individual interviews, focus groups, documents and observations. Results indicated that teachers considered that the environment of the community of practice promoted their own learning, encouraged them to explore new teaching strategies and assessment techniques, and achieved learning with understanding of their students. They also greatly valued the time they had to reflect over their teaching-learning practices, both individually and collectively.},
 year = {2013}
}

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TY  - JOUR
T1  - Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students
AU  - Graciela Roig
AU  - Antonia Rivera
Y1  - 2013/07/20
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N1  - https://doi.org/10.11648/j.edu.20130204.18
DO  - 10.11648/j.edu.20130204.18
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
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PB  - Science Publishing Group
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AB  - A community of practice focused on classroom research, used as a teacher professional development strategy, was created to promote deep reflections about student learning with understanding. This research, conducted in the southeast region of Puerto Rico, studied a community of practice in classroom research. The community of practice was formed by ten teachers who participated in an intervention geared to help them prepare a research proposal, conduct classroom research and present their findings in a professional research congress. A predominantly qualitative approach was used, mainly based on teachers’ written reflections, individual interviews, focus groups, documents and observations. Results indicated that teachers considered that the environment of the community of practice promoted their own learning, encouraged them to explore new teaching strategies and assessment techniques, and achieved learning with understanding of their students. They also greatly valued the time they had to reflect over their teaching-learning practices, both individually and collectively.
VL  - 2
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ER  -

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Author Information

Graciela Roig

Business Administration Department at University of Puerto Rico, Humacao Campus, Humacao, Puerto Rico
Antonia Rivera

Social Work Department at University of Puerto Rico, Humacao Campus, Humacao, Puerto Rico

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APA Style

Graciela Roig, Antonia Rivera. (2013). Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students. Education Journal, 2(4), 155-162. https://doi.org/10.11648/j.edu.20130204.18

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ACS Style

Graciela Roig; Antonia Rivera. Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students. Educ. J. 2013, 2(4), 155-162. doi: 10.11648/j.edu.20130204.18

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AMA Style

Graciela Roig, Antonia Rivera. Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students. Educ J. 2013;2(4):155-162. doi: 10.11648/j.edu.20130204.18

Copy | Download

@article{10.11648/j.edu.20130204.18,
  author = {Graciela Roig and Antonia Rivera},
  title = {Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students},
  journal = {Education Journal},
  volume = {2},
  number = {4},
  pages = {155-162},
  doi = {10.11648/j.edu.20130204.18},
  url = {https://doi.org/10.11648/j.edu.20130204.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130204.18},
  abstract = {A community of practice focused on classroom research, used as a teacher professional development strategy, was created to promote deep reflections about student learning with understanding. This research, conducted in the southeast region of Puerto Rico, studied a community of practice in classroom research. The community of practice was formed by ten teachers who participated in an intervention geared to help them prepare a research proposal, conduct classroom research and present their findings in a professional research congress. A predominantly qualitative approach was used, mainly based on teachers’ written reflections, individual interviews, focus groups, documents and observations. Results indicated that teachers considered that the environment of the community of practice promoted their own learning, encouraged them to explore new teaching strategies and assessment techniques, and achieved learning with understanding of their students. They also greatly valued the time they had to reflect over their teaching-learning practices, both individually and collectively.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students
AU  - Graciela Roig
AU  - Antonia Rivera
Y1  - 2013/07/20
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20130204.18
DO  - 10.11648/j.edu.20130204.18
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 155
EP  - 162
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20130204.18
AB  - A community of practice focused on classroom research, used as a teacher professional development strategy, was created to promote deep reflections about student learning with understanding. This research, conducted in the southeast region of Puerto Rico, studied a community of practice in classroom research. The community of practice was formed by ten teachers who participated in an intervention geared to help them prepare a research proposal, conduct classroom research and present their findings in a professional research congress. A predominantly qualitative approach was used, mainly based on teachers’ written reflections, individual interviews, focus groups, documents and observations. Results indicated that teachers considered that the environment of the community of practice promoted their own learning, encouraged them to explore new teaching strategies and assessment techniques, and achieved learning with understanding of their students. They also greatly valued the time they had to reflect over their teaching-learning practices, both individually and collectively.
VL  - 2
IS  - 4
ER  -

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