Work

Preservice Teachers’ Professional Development in a Community of Practice Summer Literacy Camp for Children At-Risk: A Sociocultural Perspective

Year: 2015

Type: article

Abstract: This inquiry applied an innovative sociocultural framework to examine transformations in preservice teachers’ professional development as they worked with children at-risk in a summer literacy camp. The camp incorporated a community of practice model in which teams of master’s and doctoral students mentored small groups of preservice teachers. The study examined preservice teachers ’ learning following Rogoff’s (1995, 1997) notions of the personal, interpersonal, and community planes of analysis. The research also employed a postmodernist crystallization imagery to capture multiple perspectives on the preservice teachers’ growth. The study assigns importance to the contextual dimensions in which learning takes place, and emphasizes that learning is nourished by interactions with others.

Source: The Qualitative Report

DOI: 10.46743/2160-3715/2006.1659

Author: Janet Richards

Institution: University of South Florida

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $500