Construction Strategy Of Teachers In Communities Of Practice

In recent years, the concept "Community of Practice" developed by the situated cognition and learning theory has been gradually introduced by some educators to the field of educational practice in China. On the one hand, teachers in "communities of practice" emphasizes the importance of the shift from individual as individuals to individual learners as participants in social practice, and regards participation as a key component of learning; On the other hand, it also has broken the traditional boundaries between the previous "education" and "learner" and introduced the concept "community" into the development of teacher groups. Teachers in "communities of practice" place the Student Relations of the Community members and interaction mechanism to reexamine the relationship between professional development of the individual teacher and teacher groups. Under situated cognition and learning environment's umbrella, communities of practice theory provides a good development of space and platform for teachers. Thus, We have reason to believe that the practice of building communities of teachers in improving professional development of teachers is an important practical significance.This paper is divided into three parts.The first part, Introduction. This part describes this paper's dissertation reason, purpose and significance of research ideas and methods, and an overview of teachers of "Community of Practice" at home and abroad.The second part, based on the four aspects of rise, content, features and value of teachers in "communities of practice", conducts a thorough analysis of its basic theory. And teachers in "communities of practice" is initially defined as the learners and student (including teachers, experts, academics, consultants), etc. constitute the formal or informal team of teachers, which is based on problem solving and self-organization in teaching practice, sharing with the creation as the spirit of dialogue and consultations mechanisms, cooperation and mutual assistance as a means to promote teacher growth and cognitive development as a learning ecosystem.The third part makes an in-depth and thorough analysis of factors and dynamic mechanism in building teachers in "communities of practice" and thus proposes construction strategy for it.This paper aims to be concerned about the survival status of teachers, return to the life world of teachers to find a foothold and starting point of teachers professional development, expand exploratory study of teachers in "communities of practice", and attempts to resolve.the internal transformation of teacher professional development requirements of teachers and the reality gap between educational theory and practice dilemma. Through the research of teachers in "communities of practice", this paper can promote teacher professional development for new development perspective under the background of the new curriculum.