%0 Book Section %1 CLEE_1_20 %A Marcel, Jean-François %B Communities of Practice: Creating Learning Environments for Educators %C Charlotte, NC %D 2008 %E Kimble, Chris %E Hildreth, Paul %I Information Age Publishing %K Active_Imitation Collective_Practices Educational_Staff Ethnographical_Inquiry PD Professional_Development Professional_Knowledge Secondary_Schools Social_Learning Socio-Cognitive_Approach Socio-Cognitive_Conflict Teaching_Practices %P 385--402 %T Innovative Projects in French Secondary State Schools: A Comparative Analysis of Two Communities of Practice %U http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_20.html %V 1 %X This chapter presents a study carried out in two CoPs (mainly made up of teachers) that were set-up in the same French secondary school; each of these was to implement a project that was considered innovative. The study is based on a theoretical framework aimed at articulating the notion of CoPs within a socio-cognitive approach to the professional development of teachers. During the research, the use of an ethnographical approach allowed for the combination of both a researcher stance and a participant stance without confusing the two. The analysis of the results yielded a better understanding of the content of the project, teaching practices (especially in their collective form) and the professional knowledge constructed and mobilized within a CoP. These results are used as a basis to uncover various elements that can be transferred to other contexts with regard to understanding how CoPs are set-up and operate. CoPs appear to operate in a mode that is comparatively subversive to the organization of teachers' work and state schools as they act as an endorsement of more autonomy for actors and organizations. %& 20

@incollection{CLEE_1_20, abstract = {This chapter presents a study carried out in two CoPs (mainly made up of teachers) that were set-up in the same French secondary school; each of these was to implement a project that was considered innovative. The study is based on a theoretical framework aimed at articulating the notion of CoPs within a socio-cognitive approach to the professional development of teachers. During the research, the use of an ethnographical approach allowed for the combination of both a researcher stance and a participant stance without confusing the two. The analysis of the results yielded a better understanding of the content of the project, teaching practices (especially in their collective form) and the professional knowledge constructed and mobilized within a CoP. These results are used as a basis to uncover various elements that can be transferred to other contexts with regard to understanding how CoPs are set-up and operate. CoPs appear to operate in a mode that is comparatively subversive to the organization of teachers' work and state schools as they act as an endorsement of more autonomy for actors and organizations.}, added-at = {2008-04-12T22:06:45.000+0200}, address = {Charlotte, NC}, author = {Marcel, Jean-François}, biburl = {https://www.bibsonomy.org/bibtex/21139f3bc7253429b979db70b03aedd99/xckuk}, booktitle = {Communities of Practice: Creating Learning Environments for Educators}, chapter = 20, description = {CLEE}, editor = {Kimble, Chris and Hildreth, Paul}, interhash = {2748f972e02be4ce0719e9fa2fcca66f}, intrahash = {1139f3bc7253429b979db70b03aedd99}, keywords = {Active_Imitation Collective_Practices Educational_Staff Ethnographical_Inquiry PD Professional_Development Professional_Knowledge Secondary_Schools Social_Learning Socio-Cognitive_Approach Socio-Cognitive_Conflict Teaching_Practices}, pages = {385--402}, publisher = {Information Age Publishing}, timestamp = {2008-04-12T22:06:45.000+0200}, title = {Innovative Projects in French Secondary State Schools: A Comparative Analysis of Two Communities of Practice}, url = {http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_20.html}, volume = 1, year = 2008 }