Developing strategies for communities of practice

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Purpose: The purpose of this paper is to explore strategies to develop communities of practice (CoP) to improve teaching in a school context. Design/methodology/approach: A cross-sectional questionnaire is developed to collect data from participants in a project that aims to cultivate a CoP to improve their small class teaching skills. A total of 125 teachers from 35 primary schools participated in the survey. A structural equation model is used to explore the predictive power of the strategies on all three of the CoP elements. Findings: Content strategy is confirmed as the predictor of all the CoP elements, while process strategy is a predictor only for joint enterprise and shared repertoire. Practical implications: The application of these strategies to develop a CoP in schools involves designing a reflective and collaborative learning content, as well as monitoring, regulating and streamlining the learning process. Originality/value: The study contributes an empirical framework to the research of CoP and practical guides for school leaders to facilitate knowledge sharing in CoPs. Copyright © 2014 Emerald Group Publishing Limited.
Original languageEnglish
Pages (from-to)751-764
JournalJournal of Educational Management
Volume28
Issue number6
DOIs
Publication statusPublished - 2014

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community
school
Teaching
structural model
primary school
learning process
leader
monitoring
questionnaire
methodology
teacher
knowledge
learning
Values

Citation

Cheng, E. C. K., & Lee, J. C. K. (2014). Developing strategies for communities of practice. International Journal of Educational Management, 28(6), 751-764.

Keywords

  • Communities of practice
  • Knowledge transfer
  • Facilitation skills
  • Teaching skills
  • Small class
  • Process strategy
  • Content strategy