實踐共同體：邁向教師專業身份認同新視野

教師專業身份認同的形成和發展是在特定情境下通過正式和非正式的學習而實現的，實踐共同體(CoPs)為理解這種動態的發展提供了新的視角，在多元的實踐共同體中，專家和新手通過“合法的邊緣性參與(LPP)”成為充分的或邊緣性參與者。實踐共同體概念的演變對教師專業發展及身份認同亦有新的啟示。培育實踐共同體的關鍵在於減少基於成員背景的差異和偏見，使其成為專業知識工作者，同時利用科技將實踐共同體轉變為擁有良好知識管理機制的知識共同體。
Teachers’ professional identity forms and develops through formal and informal learning in specific environments and contexts and communities of practice(CoPs) offers a perspective for understanding its dynamic development. Both expert and novice teachers could become full and marginal members in multiple CoPs through the processes of "Legitimate Peripheral Participation(LPP)" as advocated by Lave and Wenger(1991). The evolution of concepts associated with CoPs offer new insights and implications for teachers’ professional development and their search for professional identities. The keys of cultivating CoPs are to reduce disparities and bias according to members’ background so as to help them become professional knowledge workers as well as to make use of technology to help CoPs as knowledge-building communities with good knowledge management mechanisms. Copyright © 2016 華東師範大學.