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首页> 外文期刊>Journal of Mathematics Teacher Education >Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice
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Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice

机译：培养作为新手数学老师的社区身份：在线实践社区的出现

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摘要

The aim of this study is to investigate how a community of practice focused on becoming a teacher of secondary school mathematics emerged during a pre-service teacher education programme and was sustained after students graduated and began their first year of full-time teaching in schools. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger’s (1998) three defining features of a community of practice: mutual engagement of participants, negotiation of a joint enterprise, and development of a shared repertoire for creating meaning. Emergence of the online community was associated with our own role in facilitating professional dialogue, the voluntary and unstructured nature of participation, initial face-to-face interaction that created familiarity and trust, and the convenience of using email rather than logging on to a website. The study shows that the emergent design of the community contributed to its sustainability in allowing the pre-service and beginning teachers to define their own professional goals and values.
机译：这项研究的目的是调查在职前教师教育计划期间如何形成一个专注于成为中学数学老师的实践社区，并在学生毕业并开始其在学校的全日制教学的第一年后得到维持。在温格（1998）的实践社区的三个定义特征的基础上，分析了公告板上有关一个服务前队列的讨论：参与者的相互参与，联合企业的谈判以及为创造意义而制定的共享曲目。在线社区的出现与我们在促进专业对话中的角色，参与的自愿性和非结构化性质，最初的面对面互动（建立熟悉和信任）以及使用电子邮件而不是登录网站的便利性相关。研究表明，社区的新兴设计为社区的可持续发展做出了贡献，使岗前和初级教师可以定义自己的职业目标和价值观。

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