Building communities among teachers: the experiences of teachers from Macedonia of engagement in extended communities

James Underwood, Majda Joshevska

    Research output: Contribution to Book/ReportChapter

    Abstract

    This paper is based on the findings from three related studies into the perceptions of teachers from Macedonia of the extended professional communities that they belong to. All these studies involved as participants teachers who can be defined as globally engaged, extended professionals. By this we mean teachers who were engaged of their own volition in communities of professionals that extend beyond the school that they work in. The nature of the communities that these teachers have engaged in is varied: ranging from formally created initiatives run by universities, to NGO led training and development projects to self-generated online communities of teachers. The research that the two writers have conducted and which is referred to in this article has explored the motives that teachers have for engaging in such communities, the ways engagement shaped their professional identity, the forms of relationships built, and the affordances and obstacles these teachers faced.
    Original languageEnglish
    Title of host publicationQuality of Education: Global Development Goals and Local Strategies
    EditorsVioleta Orlović Lovren, Jan Peeters, Nataša Matović
    Place of PublicationBelgrade, Serbia
    PublisherInstitute of Pedagogy and Androgyny, Faculty of Philosophy, University of Belgrade
    Chapter9
    Pages153-168
    Number of pages16
    ISBN (Print)978-86-80712-14-7
    Publication statusPublished - 7 Aug 2019

    Fingerprint

    Macedonia
    teacher
    community
    experience
    internet community
    development project
    non-governmental organization
    writer
    university
    school

    Keywords

    • professional identity
    • professional development
    • learning community
    • knowledge building
    • extended professionalism

    Cite this

    Underwood, J., & Joshevska, M. (2019). Building communities among teachers: the experiences of teachers from Macedonia of engagement in extended communities. In V. Orlović Lovren, J. Peeters, & N. Matović (Eds.), Quality of Education: Global Development Goals and Local Strategies (pp. 153-168). Belgrade, Serbia: Institute of Pedagogy and Androgyny, Faculty of Philosophy, University of Belgrade.
    Underwood, James ; Joshevska, Majda. / Building communities among teachers: the experiences of teachers from Macedonia of engagement in extended communities. Quality of Education: Global Development Goals and Local Strategies. editor / Violeta Orlović Lovren ; Jan Peeters ; Nataša Matović. Belgrade, Serbia : Institute of Pedagogy and Androgyny, Faculty of Philosophy, University of Belgrade, 2019. pp. 153-168
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    Underwood, J & Joshevska, M 2019, Building communities among teachers: the experiences of teachers from Macedonia of engagement in extended communities. in V Orlović Lovren, J Peeters & N Matović (eds), Quality of Education: Global Development Goals and Local Strategies. Institute of Pedagogy and Androgyny, Faculty of Philosophy, University of Belgrade, Belgrade, Serbia, pp. 153-168.

    Building communities among teachers: the experiences of teachers from Macedonia of engagement in extended communities. / Underwood, James; Joshevska, Majda.

    Quality of Education: Global Development Goals and Local Strategies. ed. / Violeta Orlović Lovren; Jan Peeters; Nataša Matović. Belgrade, Serbia : Institute of Pedagogy and Androgyny, Faculty of Philosophy, University of Belgrade, 2019. p. 153-168.

    Research output: Contribution to Book/ReportChapter

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    AB - This paper is based on the findings from three related studies into the perceptions of teachers from Macedonia of the extended professional communities that they belong to. All these studies involved as participants teachers who can be defined as globally engaged, extended professionals. By this we mean teachers who were engaged of their own volition in communities of professionals that extend beyond the school that they work in. The nature of the communities that these teachers have engaged in is varied: ranging from formally created initiatives run by universities, to NGO led training and development projects to self-generated online communities of teachers. The research that the two writers have conducted and which is referred to in this article has explored the motives that teachers have for engaging in such communities, the ways engagement shaped their professional identity, the forms of relationships built, and the affordances and obstacles these teachers faced.

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    Underwood J, Joshevska M. Building communities among teachers: the experiences of teachers from Macedonia of engagement in extended communities. In Orlović Lovren V, Peeters J, Matović N, editors, Quality of Education: Global Development Goals and Local Strategies. Belgrade, Serbia: Institute of Pedagogy and Androgyny, Faculty of Philosophy, University of Belgrade. 2019. p. 153-168