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The emergence of a Community of Practice (CoP) of NCC commanding officers: an exploratory study
Author
Low, David Chee Keong
Supervisor
Hung, David
Abstract
This is an exploratory study that seeks to investigate the emergence of a Community of Practice (CoP) of NCC Commanding Officers (COs). There is typically little interaction amongst the teachers-in-charge of the CCA across schools, resulting in limited shared knowledge and expertise. The many common challenges they face in their work as COs however held the potential for collaboration between the teachers, professional sharing of ideas and practices, and for social support of one another's work. Teachers participated in online meetings as part of the cultivation of a CoP of NCC COs across schools.
Interactions between participants in the online meetings and the teachers' experience from their perspectives, of their participation in online discussions were analyzed. Teachers who were active in community discussions were found to be intrinsically motivated in their participation. The online environment facilitated dialogue between teachers and supported expertise sharing amongst members. As a whole, teachers found value in their participation which helped them build practice knowledge as COs. The study points to implications for the design and cultivation of CoPs, in particular the need to re-conceive the roles of the community builder. A tentative framework that introduces the concept of 'Community-building' presence is advanced to contribute to the development of the practice of a community builder.
Interactions between participants in the online meetings and the teachers' experience from their perspectives, of their participation in online discussions were analyzed. Teachers who were active in community discussions were found to be intrinsically motivated in their participation. The online environment facilitated dialogue between teachers and supported expertise sharing amongst members. As a whole, teachers found value in their participation which helped them build practice knowledge as COs. The study points to implications for the design and cultivation of CoPs, in particular the need to re-conceive the roles of the community builder. A tentative framework that introduces the concept of 'Community-building' presence is advanced to contribute to the development of the practice of a community builder.
Date Issued
2007
Call Number
HD58.82 Low
Date Submitted
2007