Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools
The purpose of the paper was to investigate how collaboration and mutual support as the processes established by communities of practice to improve continuing professional teachers’ development in high schools. This study is essential as it helped teachers to see the importance of working as teams t...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2019-01-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2019.1685446 |
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doaj-af34e3fc19ac4794b792efac3b4020eb2021-02-18T10:31:41ZengTaylor & Francis GroupCogent Education2331-186X2019-01-016110.1080/2331186X.2019.16854461685446Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schoolsAdeola Folasade Akinyemi0Symphorosa Rembe1Jenny Shumba2Toyin Mary Adewumi3University of Fort HareUniversity of Fort HareUniversity of Fort HareUniversity of Fort HareThe purpose of the paper was to investigate how collaboration and mutual support as the processes established by communities of practice to improve continuing professional teachers’ development in high schools. This study is essential as it helped teachers to see the importance of working as teams through mutual support given to each other to boost their professional development. The study was qualitative in nature; semi-structured interviews were conducted in order to get expedient and in-depth information from the participants with the use of case study design. The study found that teachers participated effectively and had mutual relationship in collaborative learning activities in communities of practice. The findings indicated that teachers should collaborate and mutually engage in learning activities in communities of practice in high schools in order to enhance their professional development.http://dx.doi.org/10.1080/2331186X.2019.1685446isolationteaching methodsclassroom activitiescontent knowledgeco-learners |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Adeola Folasade Akinyemi Symphorosa Rembe Jenny Shumba Toyin Mary Adewumi |
| spellingShingle |
Adeola Folasade Akinyemi Symphorosa Rembe Jenny Shumba Toyin Mary Adewumi Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools Cogent Education isolation teaching methods classroom activities content knowledge co-learners |
| author_facet |
Adeola Folasade Akinyemi Symphorosa Rembe Jenny Shumba Toyin Mary Adewumi |
| author_sort |
Adeola Folasade Akinyemi |
| title |
Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools |
| title_short |
Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools |
| title_full |
Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools |
| title_fullStr |
Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools |
| title_full_unstemmed |
Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools |
| title_sort |
collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools |
| publisher |
Taylor & Francis Group |
| series |
Cogent Education |
| issn |
2331-186X |
| publishDate |
2019-01-01 |
| description |
The purpose of the paper was to investigate how collaboration and mutual support as the processes established by communities of practice to improve continuing professional teachers’ development in high schools. This study is essential as it helped teachers to see the importance of working as teams through mutual support given to each other to boost their professional development. The study was qualitative in nature; semi-structured interviews were conducted in order to get expedient and in-depth information from the participants with the use of case study design. The study found that teachers participated effectively and had mutual relationship in collaborative learning activities in communities of practice. The findings indicated that teachers should collaborate and mutually engage in learning activities in communities of practice in high schools in order to enhance their professional development. |
| topic |
isolation teaching methods classroom activities content knowledge co-learners |
| url |
http://dx.doi.org/10.1080/2331186X.2019.1685446 |
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AT adeolafolasadeakinyemi collaborationandmutualsupportasprocessesestablishedbycommunitiesofpracticetoimprovecontinuingprofessionalteachersdevelopmentinhighschools AT symphorosarembe collaborationandmutualsupportasprocessesestablishedbycommunitiesofpracticetoimprovecontinuingprofessionalteachersdevelopmentinhighschools AT jennyshumba collaborationandmutualsupportasprocessesestablishedbycommunitiesofpracticetoimprovecontinuingprofessionalteachersdevelopmentinhighschools AT toyinmaryadewumi collaborationandmutualsupportasprocessesestablishedbycommunitiesofpracticetoimprovecontinuingprofessionalteachersdevelopmentinhighschools |
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