From isolation to collaboration
development of a community of Physical Education teachers in pandemic times
DOI:
https://doi.org/10.22456/1982-8918.127470Keywords:
Teacher continuing education, Teacher professional development, Communities of practice, Digital technologyAbstract
The purpose of this study was to explore the development of a group of Brazilian Physical Education (PE) teachers, who struggled with remote teaching, into a community of practice (CoP) during the COVID-19 pandemic. The study focused on factors that supported the CoP cultivation process in an online format. Employing action research methodology, the study involved 15 PE teachers, with one of them acting as a teacher-facilitator, and one critical friend. Data were generated through CoP’s meetings, interviews, critical friend conversations, and reflexive journaling. Thematic analysis resulted in four overarching themes: a) the pandemic as a catalyst for collaboration; b) teachers’ self-organization to enact the community; c) development of collaborative research; and d) dialogue towards a new cycle of collaboration. Noteworthy was that teachers’ self-organization was critical for guiding the CoP throughout stages of development. Further aspects that contributed to CoP’s development in a pandemic scenario are discussed.
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