The Value of Communities of Practice for Early Career Teachers

Abstract

The importance of retaining early career teachers through supportive measures such as Communities of Practice is an international challenge that has been extensively documented. This chapter, drawing on a longitudinal study of a regional secondary school in Victoria, Australia, considers the value a group of early career teachers gained from belonging to two different Communities of Practice over a three-year period. Their stories suggest belonging to these collaborative communities allowed them to thrive in their teaching practice as they participated in learning loops, taking ideas, and strategies gained from the Communities of Practice to the classroom and then back again to the community for further feedback and support. As well, the Communities of Practice scaffolded their application for leadership positions later in their career. Analysis highlights the importance of Communities of Practice particularly in rural communities, for supporting the professional learning of early career teachers where professional learning opportunities can be limited.