Exploring Learning in Practice tosupport Construction Teachers’Professional Development

摘要: I am a teacher trainer. work for an FE institution that specialises in construction education. In this study report on action research project carried out with the coparticipation of construction teachers (my students) whom work. engage with my students as set to nurture professional development community of practice, seeking free them from conventional practices. My informal approach development, based principles of theories of situated cognition, suggests learning through abstraction can occur in formal and contexts traverse contexts. At start, asked students to volunteer me. On recruitment, explained purpose my research discussed what saw key ideas communities practice explicitly. This provided initial abstraction. Activity developed co-participants’ understanding practice, leading us identify of practice we influencing their developing identity. Co-participants then used understanding lesson-study activity. As progressed, agreed that had become practice. Membership encouraged proactive positive identity, equipping coparticipants with new tools teaching. Co-participation was empowering. It inspired creation innovative teaching resources (in-tune students’ identity) learning. Our powerful practice formed out abstract concept provided, collaborative negotiated activity. Those co-participants who recently completed formal training became central our practice. The engagement of others more peripheral. Co-participants were central greater understanding better equipped teach own students. Legitimate peripheral participants learnt these co-participants. same time develops individual mental processes, it enculturates teachers into college. supported critically reflective and reflexive practitioners, look be sustainable effects. Data provides insight into bridges barriers establishing community of identity formation.