A community of practice approach to the co-development of digital pedagogy: a case study of primary school teacher education practicum

Abstract

ABSTRACT This case study aims to identify which characteristics that define the concept of Community of Practice (CoP) can be recognised at the primary school teacher education practicum and how stakeholders perceive digital pedagogy in the context of practices for co-development. The case study took place in a primary school teacher education practicum at the University of Lapland in Finland and involved teacher educators (n = 2), student teachers (n = 5), and in-service primary school teacher mentors (n = 6) who are considered the stakeholders of the case study. The results indicate that the practicum included characteristics that, to some extent, supported the CoP model, including the criteria negotiated goal, addressed challenges, co-development of the community, leveraged individual’s expertise, and regular and intentional interaction. The stakeholders perceived digital pedagogy as an approach that, through employing variety of digital technologies in their teaching practices, can enhance the pupils’ learning process.