Professionalism and celta network
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The document discusses professionalism and the establishment of teacher-based communities of practice, highlighting the Santiago CELTA Network's history and survey results evaluating participation. Key themes include the benefits of professional development, community support, and membership engagement in learning environments. Recommendations for starting a network emphasize fostering community through shared experiences and regular interactions.
Professionalism and celta network
- 1. PROFESSIONALISM AND TEACHER-BASED COMMUNITIES OF PRACTICE
- 2. Contents 1. Professionalism 2. Communities of Practice 3. History of Santiago CELTA Network 4. Survey Results 5. Interview Results 6. Conclusions
- 3. The potential teacher Potential vs Reality Thornbury on Professionalism Knowledge model Therapeutic model Dialogic model
- 4. Communities of Practice The domain The community The practice Etienne and Beverly Wenger-Trayner (2015)
- 5. Communities of Practice and CPD Kennedy, 2005
- 6. Successful Communities of Practice Leadership (clear vision) Membership (engaged members) Knowledge and Practices (people continue to learn and improve) Skills development (looks for new skills) Visibility and Support (Supported by organisation) Webber, 2018
- 7. Community of Practice Maturity Model Webber, 2016
- 8. Growing the Community Webber, 2016
- 9. The Santiago CELTA Network
- 10. 2015 2016 2017 2018 Kickoff meeting - Robert Young, Ronda Haverland Monthly meetings, BBQ at end of year Change of Venue Yearly Routine 10 presentations, 2 BBQs Facebook page Webpage Regular Attendance, easy to get presenters Notes: 2 presenters went on to present in conferences, attendance has been 5-15 people
- 11. Survey
- 12. Hypotheses 1. People may not attend because: a. They live too far away b. They are too busy c. They are not interested in professional development d. They dont think the CELTA network is good professional development e. They wont benefit from participation in the Network
- 13. Data 17 people answered the survey Five groups I belong to the facebook group, but don't go to any meetings or social events: 4 I occasionally go to the monthly meetings or social events: 4 I go to all the meetings and I give presentations: 2 I go to as many meetings or social events as I can: 4 I used to attend events but have since stopped: 3
- 15. Interviews
- 16. Participants Female, Venezuelan, Participation: 2.5 years Female, Spanish, Participation: 3 years Male, Canadian, Participation: 3 years Male, Chilean, Participation: 3 years Female, English, Participation: 1.5 years Female, United States, Participation: 1 year
- 17. Areas 1. Professional Development 2. Professional Benefit 3. Community 4. Presentation
- 18. Professional Development Sharing Reflection Different Perspectives/ways of teaching Practical Applications Opportunity to keep learning Confidence Peer Approval Current ways of teaching Meaning
- 19. Community Supportive socially Sharing doubts Sharing experiences Gaining points of view Community expectations Being missed Part part of a group There to share as a professional Sense of duty
- 20. Do you want to start a network? Benefits - Inspiring - Helpful - Motivating - Supportive - Reduces Isolation Tips - Find a good time/place - Set up a facebook group - Set up a website - Have presentations, with space for discussion - Foster a community
- 21. Bibliography Barth, R., DuFour, R., Eaker, R. et al. (2005) On Common Ground: The Power of Professional Learning Communities. Solution Tree. Kennedy A., Models of Continuing Professional Development. Journal of In-Service Education 31(2): 235-250. Webber, E. (2018) Building Successful Communities of Practice. Blurb. Wenger, E. (1998), Communities of Practice: Learning, Meaning Identity. Cambridge University Press.