New Community Of Practice Research Articles

Advancing the Science of Mentorship: Future Directions for Sustainable Implementation and Evaluation of Mentorship Education for the Clinical and Translational Science Workforce.

The Advancing the Science of Mentorship: Future Directions for Sustainable Implementation and Evaluation of Mentorship Education for the Clinical and Translational Science Workforce conference was held in Madison, Wisconsin, in April 2023. The conference provided an engaging and scholarly forum for clinical and translational researchers from diverse backgrounds and career stages (including leaders at Clinical and Translational Science Award (CTSA) hubs and affiliated institutions) with a professional interest and commitment to improving and diversifying workforce development and fostering a climate of inclusive excellence through best practices in mentorship. Outcomes from the conference include an online resource and a new Community of Practice.

Collaborating on Inquiry-Based Mathematics Education Curricula with Graduate Student Instructors to Establish an Equitable and Sustainable Community of Practice

We present a multiple case study wherein one institution established new communities of practice supporting graduate student instructors teaching coordinated courses in the presence of minimal existing resources and funding. This was accomplished by partnering with and adapting resources from another institution; one with a well-established community-driven curriculum structure. In particular, we detail a potential model for similarly seeding a new community of practice by describing amounts of time and attention for adapting curriculum materials. We also detail how a professional learning community approach can be leveraged to build curriculum structures that can sustain an equitable community among instructors.

Supervision of redeployed surgical trainees during the COVID-19 pandemic: what have we learnt and how can we improve?

ObjectiveWhen cases of patients presenting with Coronavirus Disease 2019 (COVID-19) overwhelmed existing services in the United Kingdom (UK), surgical trainees were redeployed to assist frontline efforts. This project characterises the effects of redeployment on the supervision of these trainees. The resulting generation of practical recommendations could be implemented for future crises.DesignA qualitative approach was utilised, comprised of seven phenomenological interviews with surgical and intensive care consultants, as well as redeployed surgical trainees. Interview recordings were transcribed and subsequently analysed using Thematic Analysis.SettingThe project utilised participants currently in surgical training within the London deanery across a variety of surgical specialties representing several UK National Health Service (NHS) Trusts.ParticipantsThree types of participants were interviewed. Four interviews were conducted with redeployed surgical trainees, across all stages of training, in full time employment who were redeployed for two weeks or more. One interview was conducted with an educational supervisor of multiple redeployed trainees. The third group comprised two consultant intensivists who supervised redeployed trainees within their respective departments.ResultsFour themes were developed: ‘Responding to an unforeseen crisis’, ‘Maintaining surgical identity and culture; A fish out of water?’, ‘Trainee supervision and support’ and ‘Preparation and sequelae’. Participants described a sense of obligation to the pandemic effort. Many described a significant interruption to training, however communication of this to surgical supervisors was suboptimal with minimal mitigation. Supervisors on the frontline were challenged by the assessment of trainee competence and acceptance into a new community of practice. Both trainees and supervisors described the management of uncertainty, advocating for the use of reflective practice to ensure preparation for the future.ConclusionThis project presents an insight into several potentially long-lasting effects on surgical training. The recommendations generated may be applicable to trainees returning to work from time out of training, increasing the utility of this work.

Stress and conflict from tacit culture forges professional identity in newly graduated independent physicians.

To transition successfully into independent practice, newly graduated independent physicians (new "attendings") undergo a process of professional identity formation (PIF) as a clinician within a new community of practice (CoP). PIF is crafted by socialization within a CoP including transfer of tacit knowledge. While certain tacit knowledge is critical for professional identity, we understand little how it shapes PIF. We set out to describe the tacit knowledge acquired by new attendings within a CoP and how it contributes to PIF. Informed by constructivist grounded theory, we interviewed 23 new attendings about the tacit knowledge they acquired in early practice. Data collection and analysis occurred iteratively. We identified themes using constant comparative analysis and generated a theory that underwent member checking and feedback. Implicit standards from group culture imparted high expectations on new attendings and led to internal stress. New attendings also encountered a tacit code of conduct as behavioral elements of group culture. These elements created external conflict between new attendings and group members such as departmental colleagues, consulting physicians, and other health professionals. Depending on the support they received, new attendings responded to the stress and conflict in three ways: they doubted, adjusted, or avoided. These strategies molded their professional identity, and moved them towards or away from the CoP as they navigated their transition and PIF. We describe a novel theory of how tacit group culture shaped new attending physicians' professional identity in a new community of practice. Internal stress and external conflict occurred due to high expectations and tacit culture elements. New attendings' doubt, adjust, or avoid responses, shaped by support they received, in turn crafted their professional identity. Education leaders should prepare graduating trainees to navigate aspects of transition to independent practice successfully.

Being a Vocational Teacher in Sweden: Navigating the Regime of Competence for Vocational Teachers

Context: Vocational teachers are called to constantly meet the upcoming needs in social and working life. In Sweden, the high demand for vocational teachers has led to their recruitment in the early stages of vocational teacher studies or even before teacher training. Entering this new community of practice, vocational teachers cross boundaries between their previous occupation and their teaching job, mediating the introduction of competence between them. In this context, the study explores vocational teachers' competence through their own perceptions, addressing important competence areas, as well as how competence is understood. Approach: The study employs a socio-cultural perspective on learning. Communities of practice establish their regime of competence, a set of principles and expectations that recognise membership. To be competent is translated as understanding the shared enterprise of the community, being capable and allowed to engage in it and, thus, interact with the other members and with the available resources. Hence, what is expected by members to know and to be is defined by the regime of competence and, hence, by the community. Comprised of 14 semi-structured interviews with vocational teachers in different vocational disciplines, employed both in upper secondary and adult education schools, the study adopts a qualitative research strategy. The research material was analysed thematically. Findings: According to findings, important competence comprise of up-to-date vocational competence supporting the performance of vocational teaching, but also interpersonal competence, including good communication and the construction of a close relationship with the students. The student-teacher relationship serves as the basis to match students with their work placement, facilitating higher work-based training quality. Moreover, maintaining a continuous development attitude and openness to critique are crucial for teachers. Finally, teachers approach competence focusing on its relationship to action and performance, while also referring to its situated nature. Therefore, to be competent is understood differently in different practices (teaching and occupational), highlighting the importance of understanding the uniqueness and duality within the regime of competence of vocational teaching. Conclusion: Teachers have described the importance of competence which was not developed during teacher training. Instead, important competences were often developed in the previous profession or informal teaching activities. Vocational teachers seem to value and utilise their previous occupational worker identities to a high extent. This should be considered when teacher training or in-service training is designed to support individuals in developing their (new) teacher identity.

Multi-level impact of continuing professional development on Sri Lanka’s veterinary sector

ABSTRACT A capacity-building programme between a veterinary school in the UK and the veterinary school in Sri Lanka was developed. Scholarships for two distance learning MSc programmes were offered to Sri Lankan veterinarians: ‘Veterinary Epidemiology and Public Health’ and ‘Livestock Health and Production’. In addition, scholarships were offered to academic staff members at the veterinary school to undertake the Postgraduate Certificate in Veterinary Education. A blended learning approach was taken, though the majority of learning was by distance. This study used a case-study approach to assess the programmes’ impact at different levels: individual, institutional, institution’s students, the profession, the public and animals. Previous students were interviewed and current students participated in a focus group. Staff of the Sri Lankan university were interviewed. Data were transcribed and qualitative content analysis conducted. Participants had achieved personal satisfaction, gained new knowledge and skills and progressed professionally. These impacts translated to societal impacts including disseminating understanding of One Health, improving animal welfare laws and assisting the development of the undergraduate veterinary curriculum. The graduates from theblended learning programmes are experts at the centre of a new community of practice and have the ability to inspire future generations of Sri Lankan veterinary surgeons.

Social (un-)learning and the legitimization of marginalized knowledge: How a new community of practice tries to ‘kick the grain habit’ in ruminant livestock farming

Abstract This paper presents a qualitative case study analysis of the Pasture-Fed Livestock Association (PFLA), which seeks to ‘kick the grain habit’ in ruminant farming by promoting and certifying purely pasture-fed production systems. Reading through a social learning perspective, the article first traces back how this association has become established as a new and distinct community of practice (CoP). This entails attending to the process of forming a joint enterprise, the spaces that allow for mutual engagement between its members, and the shared repertoire that has been built over time. Thus, the paper draws on the three key characteristics of Jean Lave and Etienne Wenger's (1991) conceptualization of communities of practice, which have become widely recognized for providing effective fora for learning and knowledge management, as well as for spurring innovations. More precisely, the paper connects with earlier works invoking this concept within agri-food studies and specifically seeks to contribute to the debates raised around the forms of knowledge that are shared within such communities and their members' means of interaction that facilitate social learning. Secondly, and in direct relation to this theoretical framing, the paper makes an attempt to refine understandings of social learning. While this remains predominately associated with the acquisition of new knowledge, skills or technologies, the paper argues for a dialectical perspective, which pays equal attention to how people break with past practices. In other words, the paper highlights the role that unlearning plays within new CoPs such as the PFLA. Lastly, the paper explores the wider knowledge networks that are forged as the community matures and seeks to disseminate and legitimize its knowledge beyond its own boundaries. The empirical material of this case study will be useful to inform debates about the potential role that new CoPs can play in bringing marginalized practices, knowledges, and products to peoples' minds and markets.

Pedagogical mentoring and transformation of teaching practices in university

PurposeThe purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform.Design/methodology/approachThe paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge.FindingsResults show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum.Research limitations/implicationsCurricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process.Originality/valueThe systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.

Paramedic transition into an academic role in universities: A qualitative survey of paramedic academics in Australia and New Zealand.

<p>Abstract</p><p>Healthcare professionals who transition into academic roles in universities are confronted with many challenges. Universities offering paramedicine degree programs struggle to find qualified paramedics to assume academic roles, while at the same time little is known about the issues that confront paramedics transitioning into academic roles in universities. A maximal variation sampling method was used to interview 16 paramedic academics in Australia and New Zealand and a thematic analysis was conducted that generated a thematic network that encompassed five areas: the community of practice of paramedicine, the community of practice of academia, entry into a new community of practice, professional identity, and expectations and challenges. The resulting analysis revealed that new paramedic academics transitioning to academic roles in universities are often under-qualified and underprepared for academic positions. The induction and mentoring processes are often ad hoc and ineffective leaving the new academics feeling isolated and disillusioned. They struggle with establishing or maintaining a professional identity and meeting university expectations related to teaching, research, acquiring a PhD, and publication. Both these communities of practice need to engage in the development and preparation of these new academics so that paramedics will be attracted to these new roles and their transition to academia is a positive process.</p>

PDK Connection

PDK introduces a new director of marketing and communications, and PDK has launched a new community of practice for system-level leaders from school districts across the country.

Designing pedagogical innovation for collaborating teacher teams

In this design-based research project, teachers co-created and used a new learning design model, the IT-Pedagogical Think Tank Model for Teacher Teams. This continuous-competence-development method enabled teachers to collaborate and develop innovative-learning designs for students in a new hybrid synchronous video-mediated learning environment. The article presents the IT-Pedagogical Think Tank Model and investigates how this new community of practice was supported and cultivated in the educational institution. The study took place at VUC Storstrøm, Denmark, where teachers taught students attending a full-time, two-year, upper-secondary, general-education programme. The findings were that various platforms, tools and social frameworks supported the pedagogical innovative process and established the team as a professional community of practice in the organisation. The team’s identity was strengthened as it added value to the organisation by inviting other communities of practice from the organisation into collaborative competence-development processes. The team members acted as good examples of innovative learning designers and were able to heighten the level of sophistication in the community’s pedagogical discussions. The school administration’s provision of resources and support was found to be a key factor in successful implementation of the new team meetings.

The Not-So-Easy Road of Overseas Study: Life like an Outsider

Contemplating my graduate student experience overseas, I constantly viewed myself as an isolate, one who did not belong in the new community of practice. I encountered numerous lingua-cultural, academic and social challenges which led to my lack of community and belonging. This paper is a reflection of my experiences as an international graduate student in a Canadian university. Through this reflection, I explore some of my most potent experiences and how these influenced me as I sojourned through the not-so-easy road of study overseas. This paper also describes the processes I used that enabled me to successfully maneuver and negotiate my journey on the not-so easy-road of studying in a post-secondary institution overseas.

A 2e Parent’s Journey

I have four children, three of whom are twice exceptional in the context of the new Community of Practice (2e CoP) definition highlighted in this issue. I share a personal story of a parent’s journey in persistence, partnerships, and the provision of unconditional love.

Teaching the Sociocultural Norms of an Undergraduate Community of Practice

The importance of teaching second language learners the pragmatic norms of relevant communities of practice is widely recognised. Familiarisation with these norms is also an important aspect of socialisation for native speakers entering a new community of practice. This study focuses on pragmatic instruction of English as an additional language and native speaker learners preparing to enter undergraduate study. In particular, the instruction focused on one community of practice which undergraduates typically encounter: groups undertaking joint projects. The instruction was explicit, drawing on semiauthentic and naturalistic scripted samples of discourse relevant to the target community of practice. This report considers six cases of the total 15 participants in order to explore changes in their pragmatic competence and ability to participate effectively in the target community of practice. The data are derived from pre‐ and post group discussions and discourse completion tasks as well as post instruction participant reflections on group negotiations and intercultural communication. Instruction was found to have had a positive impact on the pragmatic competence of these participants as well as raising their awareness of cultural differences as they learned to interact in an intercultural third place. These findings support the value of using relevant naturalistic discourse samples in explicit pragmatic instruction.

Wikipedia: a new community of practice?, Dan O'Sullivan

espanolResena del libro Wikipedia: a new community of practice? de Dan O'Sullivan EnglishReview of the book Wikipedia: a new community of practice? de Dan O'Sullivan

Communities of security practices in the age of uncertainty

This paper examines some of the challenges involved in recent efforts to create a new community of practice that brings together - within the domain of peacebuilding - NATO and humanitarian actors. In recognition of the need to promote systematic cooperation between the alliance and the humanitarian community, NATO has launched several initiatives aimed at constructing a domain of shared knowledge and common procedures, and, on this basis, cultivating mutual trust and a sense of membership in the same community between representatives of the alliance and members of the NGO community. While these initiatives have enjoyed a certain degree of success, at the deeper level the process of forging a new community of practice among these actors remains challenging and fraught with tension. !is process has been rendered particularly complicated by the fact that some of the new initiatives challenge fundamental assumptions about self-identity and purpose both in NATO and within the humanitarian community. Indeed, efforts to construct a new community of practice in the domain of peacebuilding both reflect and contribute to intense debates and contestations within the Atlantic Alliance as well as among NGOs about their evolving identities and, linked to that, appropriate logics of action in the future.

LESSONS LEARNEDfrom anAccelerated Post-Master's Nurse Educator Certificate Program:Teaching the Practicum Course

Nursing faces current and future shortages in the practice arena. The nurse educator shortage exacerbates the nursing shortage.This article describes an innovative and collaborative approach developed to increase the supply of nurse educators. An overview of the initial offering of this post-master's nurse educator certificate program, a grant-funded, cohort-based program, delivered online in an accelerated format, is provided. Particular attention is given to the nursing education practicum, a precepted teaching experience. This course is viewed as a culminating course, wherein the role transition from expert practitioner to novice educator occurs as students connect the experiential aspects of the practicum with knowledge gained in didactic courses and enter a new community of practice. Lessons learned and recommendations for future cohorts are discussed.

Wikipedia: A New Community of Practice

Wikipedia: A New Community of Practice

Wikipedia: A New Community of Practice?

Wikipedia: A New Community of Practice?

Wikipedia: A New Community of Practice? (review)

Wikipedia: A New Community of Practice? (review)