Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education

Amanda L Glaze-Crampes

doi:10.3390/educsci10080190

Amanda L Glaze-Crampes

Open Access

https://doi.org/10.3390/educsci10080190

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Journal: Education Sciences	Publication Date: Jul 23, 2020
Citations: 10	License type: CC BY 4.0

Affiliation: Georgia Southern University

Abstract

In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. As a result, educators often struggle with creating STEM experiences and programs that truly integrate each of the disciplines in a meaningful way. This discussion explores the potential role of leveraging existing communities of practice into Professional Learning Communities in order to shift the attention toward student experiences while more clearly defining the goals, roles and expectations in STEM.

Highlights

Science, technology, engineering, and mathematics (STEM) education remains a critical area of need when it comes to recruitment, retention and reform in education [1,2,3,4]
In the United States, one would be hard-pressed to find school districts that do not have established Professional Learning Communities (PLCs) to tackle a variety of issues regarding student performance or that do not put at least some effort into STEM integration in the curriculum
It is upon this premise that interactions and collaboration are at the forefront of both concepts. They are founded on Lave’s premise that knowledge and learning are situated in an authentic context, meaning that learning takes place in real-world situations rather than theoretically through book expositions. Another premise that relates to communities of practice and can be present in individual professional learning communities is the concept of legitimate peripheral participation

Summary

Introduction

Technology, engineering, and mathematics (STEM) education remains a critical area of need when it comes to recruitment, retention and reform in education [1,2,3,4]. Each field represented in STEM is made up of communities of practice, expert communities that share goals, structures, expectations and practices [6] These communities of practice are generally oriented to sharing culture and knowledge within the community but can be used for reform by shifting to a focus on student outcomes, becoming professional learning communities. The creation of communities of practice that are professional learning communities requires the representation of players from all STEM elements These members must be willing to share their existing disciplinary cultures in new ways and work together to build an interdisciplinary community for the benefit and growth of students entering those fields. Community building can be challenging where cultures are seen as tight-knit communities with little entry or access and requires that representatives be aware and able to compromise to build a new culture that integrates existing norms, expertise and practices that are different from their own

Theoretical Background

Communities of Practice Share Cultures and Goals

Communities of Practice Exist in Multiple Constructs

Communities of Practice are Expert Community Models

Communities of Practice Can Become Professional Learning Communities

Professional Learning Communities Target Student Outcomes

Conclusions