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References Aubry, M., Muller, R., & Glucker, J. (2011). Exploring PMOs Through Community of Practice Theory. Project Management Journal , 42(5), 42-65, Bredillet, C. (2004). Projects: Learning at the Edge of Organization, in: P.G. Morris & J.K. Pinto (Eds.), The Wiley Guide to Managing Projects (pp.1112-1136). Hoboken, NJ: John Wiley & Sons Inc. De Long, D,. & Seemann P. (2000). Confronting Conceptual Confusion and Conflict in Knowledge Management. Organizational Dynamics , 29(1), 33-44, http://dx.doi. org/10.1016/S0090

References Ageyev, V.S. (2003). Vygotsky in the mirror of cultural interpretations. In A. Kozulin, B. Gindis, V. Ageyev & S.M. Miller (Eds.). Vygotsky’s Educational Theory in Cultural Context (pp. 432-50). Barab, S. & Duffy, T. (1998). From practice fields to communities of practice (pp. 31). Bloomington, IN: Center for Research on Learning and Technology. CRLT TechnicalReport 1-98, [accessed 23 May, 2016]. Berliner, D.C. (2001). Learning about and learning from expert teachers. International Journal of

Conference Proceedings (pp. 21-26). London: CCCI. Training and Development Agency. (2007). Professional standards for qualified teacher status and requirements for initial teacher training. London: London Training and Development Agency. UNESCO. (2005). Promotion of a global Partnership for the UN Decade of Education for Sustainable Development. Retrieved December 10, 2010, from Wenger, E. (2006). Communities of practice in and across 21st century organizations. Retrieved March 3, 2010, from

/number-of-monthlyactive-facebook-users-worldwide/ , accessed on 01 December 2019. Finkbeiner, P. (2017). Social Media for Knowledge Sharing in Automotive Repair . Stuttgart, Germany: Springer International Publishing. Gansky, L. (2011). În reţea (The Mesh) . Bucureşti: Publica. Hanna, R., Rohm, A., & Crittenden, V., L. (2011). We’re all connected: The power of the social media ecosystem. Business Horizons, Vol. 54, Issue 3 , 265-273. Hara, N. (2009). Communities of Practice Fostering Peer-to-Peer Learning and Informal Knowledge Sharing in the Work Place . Germany

.), Managing the virtual commons: Cooperation and conflict in computer communities. Amsterdam: John Benjamins. 17. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. 18. Lave, J., & Wenger, E. (2002). Legitimate peripheral participation in communities of practice. In R. Harrison & F. Reeve (Eds.), Supporting lifelong learning: perspectives in learning (pp. 111-126). Psychology Press. 19. Lee, J., & McKendree, J. (1999). Learning vicariously in a distributed environment. Active Learning, 10, 4-9. 20. Merriam

composition and startups’ performance in Canadian biotechnology. Strategic Management Journal, 21(3), 267-294. Committee of the Regions (2014). Using the Quadruple Helix Approach to Accelerate the Transfer of Research and Innovation Results to Regional Growth . Retrieved from . Dubé, L., Bourhis, A., & Jacob, R. (2005). The impact of structuring characteristics on the launching of virtual communities of practice. Journal of Organizational Change Management , 18(2), 145-166. Etzkowitz, H

Teacher Education for the Future: Some Australian Perspectives

As a result of presentations in the PCC Conference in Sydney in 2005, this research aims to contribute Australian voices to the project being conducted simultaneously in other countries from the Pacific Circle Consortium. The research used project-devised survey and interview instruments with purposive sampled pairs of teachers and pre-service teachers during professional experience in 2005 and with teacher educators from the University of Western Sydney. The findings indicated that the participants have a common view of the purpose of education. However, there were range of issues that this view prompted participants to discuss. There were also perceived constraints, especially expressed by the experienced teachers. Implications of this finding are that teachers need forums in which to discuss their deep-seated philosophical approaches as they build a sustainable community of practice. The findings of this project can powerfully contribute to policy making at national and international government and university levels as they raise implications of how we meet challenges in future teacher education.


This article presents “Avanguardie Educative” (, a cultural movement founded to gather the most significant experiences of organizational and educational innovation in Italian schools and encourage transformation of the traditional lecture-based school model. With the aim of supporting an innovation process that has emerged from bottom -up reasoning, INDIRE (National Institute for Documentation, Innovation and Educational Research) and 22 founder member schools (advanced schools) have produced a manifesto based on seven pillars that inspired the “Gallery of 12 Ideas” -experiences of innovation re-elaborated by researchers based on experience gained in certain Italian schools, which, some time ago, began to gradually change the organization, school time and space for teaching in ways that would encourage pupils to take an active role in teaching -learning processes. The Avanguardie Educative movement currently includes 416 schools that are trying out the ideas, with support from the advanced schools and INDIRE, aided by a blended coaching process designed to build a professional community of practice.

References Altbach, P., Reisberg, L., & Rumbley, L. (2010). Tracking a global academic revolution. Change: The Magazine of Higher Learning , 42 (2), 30–39. Andrew, N., Tolson, D., & Ferguson, D. (2008). Building on Wenger: communities of practice in nursing . School of Health Paper 105. Glasgow Caledonian University. Bayne, S., & Ross, J. (2016). Manifesto redux: making a teaching philosophy from networked learning research. Proceedings of the 10 th International Conference on Networked Learning 2016 . Bilgin, A.A., Rowe, A.D., & Clark, L. (2017). Academic

–180. Malden & Oxford: Blackwell. DOI: 10.1002/ Jucker, Andreas H. & Joanna Kopaczyk. 2013. Communities of practice as a locus of language change. In Joanna Kopaczyk & Andreas H. Jucker (eds), Communities of practice in the history of English , 1–16. Amsterdam: John Benjamins. DOI: 10.1075/pbns.235.01int Lodge, Sara. 2007. Thomas Hood and nineteenth-century poetry: Work, play, and politics. Manchester: Manchester University Press. Lucas, E. V. 1907 [1905]. The life of Charles Lamb (2 vols, rev. edn). London: Methuen. Meyerhoff, Miriam. 2002. Communities