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Community of practice for teachers: Sensemaking or critical reflective learning?
Citation
Ng, P. T., & Tan, C. (2009). Community of practice for teachers: Sensemaking or critical reflective learning? Reflective Practice: International and Multidisciplinary Perspectives, 10(1), 37-44. https://doi.org/10.1080/14623940802652730
Abstract
While collaborative learning among teachers is encouraged and practised in many schools today, the process of learning through 'communities of practice' may involve ‘sensemaking’ rather than critical reflective learning. This paper argues that sensemaking in a community of practice utilises a restricted form of reflective learning that is largely technical in nature and confined to immediate practice concerns. It is further argued that the quality of learning will be significantly enhanced by encouraging practitioners to engage in critical reflective learning where reflection is implicit and intuitive in nature, and general and contextual in scope and object.
Keywords
Date Issued
2009
Publisher
Taylor & Francis
Journal
Reflective Practice: International and Multidisciplinary Perspectives