Transformative Dialogues: Teaching & Learning Journal
Traditionally, communities of practice (CoPs) have been characterized as selfdirected, self-governing entities. In our experience, however, we have found that CoPs focused on teaching and learning in post-secondary institutions rarely lead themselves. In this piece, we reflect on our experiences leading CoPs as organizers and facilitators. We then draw on literature about CoP governance to consider the implications of having educational developers – and post-secondary institutions more broadly – take on influential roles in managing CoPs. To conclude, we pose questions to guide future research on how to cultivate healthy CoPs and healthy roles for the educational developers who support them.
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