Teacher Reflectivity in a Community of Practice Focusing on Classroom Research to Improve Learning with Understanding in Students

Abstract

A community of practice focused on classroom research, used as a teacher professional development strategy, was created to promote deep reflections about student learning with understanding. This research, conducted in the southeast region of Puerto Rico, studied a community of practice in classroom research. The community of practice was formed by ten teachers who participated in an intervention geared to help them prepare a research proposal, conduct classroom research and present their findings in a professional research congress. A predominantly qualitative approach was used, mainly based on teachers’ written reflections, individual interviews, focus groups, documents and observations. Results indicated that teachers considered that the environment of the community of practice promoted their own learning, encouraged them to explore new teaching strategies and assessment techniques, and achieved learning with understanding of their students. They also greatly valued the time they had to reflect over their teaching-learning practices, both individually and collectively.