The lived experience of in-service science teachers building a community of practice during a long-term professional development

Abstract

This naturalistic inquiry explores the lived experience of five teachers through the first of a two-year professional development (PD) focused on environmental systems, outdoor education, pedagogical content knowledge, and building a community of practice. Qualitative data include participant interviews, participant journals, and researcher field notes. Thematic analysis of the data was conducted utilizing a variation of the constant comparative method (Glasser & Strauss, 1967) as modified by Lincoln & Guba (1985). Data are presented categorically and the relationships between themes are explored. Finally, the data are alternatively presented in the form of a creative dialogue, which summarizes the most salient aspects of the data. Implications for PD are discussed and include the suggestion that PD providers consider offering multiple opportunities for participants to re-enter the system, thus increasing the chances for positive outcomes associated with building a community of practice. These outcomes include networking, the application of newly acquired knowledge, and receiving continuous support from the professional community.