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.
|Title of host publication||Quality of Education: Global Development Goals and Local Strategies|
|Editors||Violeta Orlović Lovren, Jan Peeters, Nataša Matović|
|Place of Publication||Belgrade, Serbia|
|Publisher||Institute of Pedagogy and Androgyny, Faculty of Philosophy, University of Belgrade|
|Number of pages||16|
|Publication status||Published - 7 Aug 2019|
- professional identity
- professional development
- learning community
- knowledge building
- extended professionalism
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). Institute of Pedagogy and Androgyny, Faculty of Philosophy, University of Belgrade.