The Formation of Communities of Practice in Physics Teaching: An Analysis from Lesson Study Groups
DOI:
https://doi.org/10.28976/1984-2686rbpec2020u12751306Keywords:
Physics teaching, Teacher education, Community of practice, Lesson studyAbstract
Professional development is something that has been discussed and is considered a key element for improving education. According to several authors, it occurs more effectively in collaborative actions. One of these ways is through lesson study. Lesson study is a Japanese methodology that was adapted in this paper so that we could use it in communities of practice. Community of practice consists of a group that comes together to develop shared ways of pursuing common interests. In this way, we created two groups with preservice and in-service physics teachers in which research lessons were developed, through lesson study, and applied to different classes, to be observed and discussed by peers. We used Wenger's indicators for the presence of community of practice to verify whether the lesson study activities provided formation of communities. As a result, during the formative meetings in both groups, we verified the existence of 11 of the 14 indicators mentioned. Therefore, we can conclude that the lesson study activities carried out resulted in the formation of two different communities of practice that enabled the professional development of all the actors involved.
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