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School without walls:
A “learning community” in a
Teacher Education School
Amália Rebolo*, Fernando L. Santos*, Helena Ribeiro de
Castro*, Marlene Silva*, Pascal Paulus**, Rita Alves***

*Instituto Piaget & RECI, **Aga Khan Foundation, ***Instituto Piaget 

This work is supported by national funds through FCT - Foundation for Science and Technology in the context of the project UID/Multi/04587/2019
School Without Walls: A ‘Learning Community’ in a Teacher Education School
Understand how learning communities affects the
students and change their ways of looking to their
personal learning projects as well as their future
professional attitude as teachers by their own.
The cooperative ‘learning community’ model
emphasizes a critical approach to learning that results
in direct benefits through the sharing of personal
practices and further discussion looking for
improvement and inter/transdisciplinary work, mapping
strategies that ensure the professional growth.
To maximize the effect of the adopted strategies,
especially transdisciplinary ones, it is intended that
students become the authors of their own learning
process which results in a change of practices in
the schools they will be working.
School Without Walls: A ‘Learning Community’ in a Teacher Education School
To discuss the concept of learning community
(Cochran-Smith & Lytle, 1993) and how it defines,
modifies and structures the model of teacher education
in a School of Education.
Then, they can give continuity to what they learn by
doing in a pedagogical isomorphism process (Niza,
2009).
Identifying common concerns and setting
common goals also leads to the ‘learning community’,
where teachers come together for training and self-
training in cooperation on a regular basis.
According to Wenger, McDermott and Snyder (2002) a
community is a group of individuals who share the same
concern in deepening their knowledge through
interaction. This community is geared by a particular
interest (a domain) where teachers interact in a
climate of trust;
Development stages
Potential
Faced with similar
situations without the
benefit of sharing
Membership
The group joins and
recognizes its potential
Active
The group engages in
the development of
practices
Scattered
There is not much
commitment, but the
community is still a
force and center of
knowledge
Memorable
The community is no
longer the center but is
remembered as a
significant part of
identityTypical activities
Finding common
ground
Link exploitation,
community
negotiation
Joint activities,
artifact creation,
adaptation and
change, interest,
commitment and
relationship
Sporadic contact,
communication and
counseling Stories, artifact
preservation, memoir
collection
Time
School Without Walls: A ‘Learning Community’ in a Teacher Education School
Research using Grounded Theory develops in cycles
of analysis allowing theory to emerge: key issues
emerge from data; categories emerge from key
issues; theory emerges from categories.
At this point, key issues are just coming up and
categories start to emerge, allowing the ‘learning
community’ to evaluate their own work and to
redefine the individual and common strategies.
As part of a ‘learning community’ of teachers who act in
teacher education courses, we could only tell about how
it transformed our own way of being a teacher.
In the course of the community development it’s clear
that the knowledge created, shared, organized and
reviewed within, tends to become an organic content, not
crystallized in time and space, as it can be revisited and
discussed periodically.
The ‘learning community’ becomes an identity space. It
is not a teaching team, gathered in a certain space
limited in time, but rather a space where a sense of
identity is built up with/by all of its members.
It is a space of citizenship, democracy and knowledge
construction that will raise the educational project of a
teacher education school.
School Without Walls: A ‘Learning Community’ in a Teacher Education School

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School Without Walls: A ‘Learning Community’ in a Teacher Education School

  • 1. School without walls: A “learning community” in a Teacher Education School Amália Rebolo*, Fernando L. Santos*, Helena Ribeiro de Castro*, Marlene Silva*, Pascal Paulus**, Rita Alves*** *Instituto Piaget & RECI, **Aga Khan Foundation, ***Instituto Piaget This work is supported by national funds through FCT - Foundation for Science and Technology in the context of the project UID/Multi/04587/2019
  • 3. Understand how learning communities affects the students and change their ways of looking to their personal learning projects as well as their future professional attitude as teachers by their own.
  • 4. The cooperative ‘learning community’ model emphasizes a critical approach to learning that results in direct benefits through the sharing of personal practices and further discussion looking for improvement and inter/transdisciplinary work, mapping strategies that ensure the professional growth.
  • 5. To maximize the effect of the adopted strategies, especially transdisciplinary ones, it is intended that students become the authors of their own learning process which results in a change of practices in the schools they will be working.
  • 7. To discuss the concept of learning community (Cochran-Smith & Lytle, 1993) and how it defines, modifies and structures the model of teacher education in a School of Education.
  • 8. Then, they can give continuity to what they learn by doing in a pedagogical isomorphism process (Niza, 2009).
  • 9. Identifying common concerns and setting common goals also leads to the ‘learning community’, where teachers come together for training and self- training in cooperation on a regular basis.
  • 10. According to Wenger, McDermott and Snyder (2002) a community is a group of individuals who share the same concern in deepening their knowledge through interaction. This community is geared by a particular interest (a domain) where teachers interact in a climate of trust;
  • 11. Development stages Potential Faced with similar situations without the benefit of sharing Membership The group joins and recognizes its potential Active The group engages in the development of practices Scattered There is not much commitment, but the community is still a force and center of knowledge Memorable The community is no longer the center but is remembered as a significant part of identityTypical activities Finding common ground Link exploitation, community negotiation Joint activities, artifact creation, adaptation and change, interest, commitment and relationship Sporadic contact, communication and counseling Stories, artifact preservation, memoir collection Time
  • 13. Research using Grounded Theory develops in cycles of analysis allowing theory to emerge: key issues emerge from data; categories emerge from key issues; theory emerges from categories.
  • 14. At this point, key issues are just coming up and categories start to emerge, allowing the ‘learning community’ to evaluate their own work and to redefine the individual and common strategies.
  • 15. As part of a ‘learning community’ of teachers who act in teacher education courses, we could only tell about how it transformed our own way of being a teacher.
  • 16. In the course of the community development it’s clear that the knowledge created, shared, organized and reviewed within, tends to become an organic content, not crystallized in time and space, as it can be revisited and discussed periodically.
  • 17. The ‘learning community’ becomes an identity space. It is not a teaching team, gathered in a certain space limited in time, but rather a space where a sense of identity is built up with/by all of its members.
  • 18. It is a space of citizenship, democracy and knowledge construction that will raise the educational project of a teacher education school.