Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars

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dc.citation.issue12
dc.citation.volume13
dc.contributor.authorScott J
dc.contributor.authorPryce J
dc.contributor.authorReinke NB
dc.contributor.authorLi D
dc.contributor.authorShuker M-A
dc.contributor.authorSingleton R
dc.contributor.authorTsai A
dc.contributor.authorParkinson AL
dc.contributor.editorAmbler T
dc.contributor.editorSinnayah P
dc.contributor.editorLim J
dc.contributor.editorKramarski B
dc.date.accessioned2024-07-04T01:35:17Z
dc.date.available2024-07-04T01:35:17Z
dc.date.issued2023-12-14
dc.description.abstractn higher education (HE), collaborative activities that revolve around a core idea, practice, or knowledge base, such as learning circles, communities of practice or inquiry, peer observation, and peer-assisted teaching, are known to support professional learning. This paper explores the experiences of eight HE scholars from Australia and New Zealand, across four years, as they recognized a new means of collaborative professional development that transcends known approaches and extends beyond an immediate focal point. The group originally formed to support the development of HE fellowship applications, but evolved to what they now consider a community for practice (CfP), where the purpose of collaboration has changed to meet the unique learning needs of each member. During their four years of collaboration, meeting discussions were recorded, and individual and community narrative reflections about participation in the group were created. A thematic analysis of these collective data sources revealed the group’s evolution, and the authors draw on their experiences to tell their story with an aim to enhance professional learning in HE. The study highlights that individuals’ distinct and varied needs can be developed and supported through scholarly, collegial engagements such as a CfP, which does not necessarily require an immediate point of practice.
dc.description.confidentialfalse
dc.edition.editionDecember 2023
dc.identifier.citationScott J, Pryce J, Reinke NB, Li D, Shuker MA, Singleton R, Tsai A, Parkinson AL. (2023). Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars. Education Sciences. 13. 12.
dc.identifier.doi10.3390/educsci13121239
dc.identifier.eissn2227-7102
dc.identifier.elements-typejournal-article
dc.identifier.number1239
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/70080
dc.languageEnglish
dc.publisherMDPI (Basel, Switzerland)
dc.publisher.urihttps://www.mdpi.com/2227-7102/13/12/1239
dc.relation.isPartOfEducation Sciences
dc.rights(c) 2023 The Author/s
dc.rightsCC BY 4.0
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjecthigher education
dc.subjectcollaborative
dc.subjectcommunity
dc.subjectreflection
dc.subjectteaching practice
dc.subjectprofessional development
dc.subjectprofessional learning
dc.subjectcollegial engagement
dc.subjectnarrative analysis
dc.titleTowards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars
dc.typeJournal article
pubs.elements-id485231
pubs.organisational-groupOther
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