communities of practice

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tandfonline.com – Fostering collaborative approaches to gender equality interventions in higher education and research: the case of transnational and multi-institutional communities of practice

Posted on by Troels Gannerup Christensen - Læst 36 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Higher education and research and innovation in Europe continue to suffer from an indefensible waste of female talent and gender inequality. The European Commission recommends that these organizations adopt gender equality plans (GEPs) and other initiatives for institutional change. However, the levels of readiness, expertise, and experience with such interventions are wide-ranging across institutions and member states, thus collaborative approaches might be particularly valuable. Drawing on the experiences of transnational and multi-institutional communities of practice (CoPs) for gender equality (GE), we illuminate how the CoP approach supported change agents, who leveraged CoP membership to respond to challenges in promoting GE initiatives. Being part of collaborative, co-designed CoPs for learning, knowledge sharing, and institutional change provided external support to… Continue Reading →

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tandfonline.com – Professional formation of Swedish special education teachers in the tension between formal education at university and informal learning in practice

Posted on by Troels Gannerup Christensen - Læst 9 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim is to describe special education teacher students’ learning in the field of tension between informal learning during day-to-day work and formal university education. From the theoretical framework of Wenger-Trayner and Wenger-Trayner, we perceive the students as moving on a learning trajectory through a landscape of practice.  The students visit some of the landscapes of practice and others they ignore. The students are rejected in some landscapes and in others they are welcomed. The students are experiences of identification as well as dis-identification. Quantitative data were generated from surveys with students at the beginning of their training, at the end of their studies, or after graduation. The results of the questionnaire indicate that the length of time… Continue Reading →