Abstract
We posit a case for continuing professional development of teachers that prepares them for 21st century skills, competencies and identities as teachers. The construct of Community of Practice (CoP) is relevant and important for thinking about successful teacher learning. Based on the literature, we propose design tenets for supporting and sustaining communities in the 21st century: foregrounding practice, relying on existing social networks, building on strengths of diversity in membership, task practices that require collaboration and peer and leadership mentoring. We further propose technology architectural considerations for the development of an online learning environment that supports the continual professional development of teachers.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science + Business Media, LLC
About this chapter
Cite this chapter
Looi, CK., Lim, WY., Chen, W. (2008). Communities of Practice for Continuing Professional Development in the Twenty-First Century. In: Voogt, J., Knezek, G. (eds) International Handbook of Information Technology in Primary and Secondary Education. Springer International Handbook of Information Technology in Primary and Secondary Education, vol 20. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73315-9_30
Download citation
DOI: https://doi.org/10.1007/978-0-387-73315-9_30
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-73314-2
Online ISBN: 978-0-387-73315-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)