On building a community of practice: reflective narratives of academic learning and growth

Barrett, Margaret S. and Ballantyne, Julie and Harrison, Scott and Temmerman, Nita (2009) On building a community of practice: reflective narratives of academic learning and growth. Reflective Practice, 10 (4). pp. 403-416. ISSN 1462-3943


This paper traces the evolution of an academic community of practice and identifies the individual and collective outcomes of participation for the members. The impetus for the community was the joint development of a learning and
teaching project grant application that aimed to improve teacher education in music curriculum, and the subsequent implementation of that project. The paper draws on a range of data sources including individual reflective journals, audiorecords and transcriptions of meetings, email archives and discussion board posts of the project team members. The purpose of the paper is to illuminate and interrogate the processes and enabling conditions that supported the development of this academic community of practice, and consider the implications for academics.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version restricted in accordance with the copyright policy of the publisher (Taylor & Francis)
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 16 Sep 2012 05:22
Last Modified: 03 Jul 2013 01:12
Uncontrolled Keywords: community of practice; reflective practice; higher education; music education; collaboration
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
20 Language, Communication and Culture > 2001 Communication and Media Studies > 200105 Organisational, Interpersonal and Intercultural Communication
13 Education > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Identification Number or DOI: 10.1080/14623940903138233
URI: http://eprints.usq.edu.au/id/eprint/21324

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