Resumo

ALVES, Margarida; QUEIROS, Paula  e  BATISTA, Paula. The educational value of communities of practice in building professional identity. Rev. Port. de Educação [online]. 2017, vol.30, n.2, pp.159-185. ISSN 0871-9187.  https://doi.org/10.21814/rpe.12275.

Teacher training has experienced substantive changes with respect to its composition and organization. Given that learning is socially and culturally situated, this conceptual reflection text aimed to re-evaluate the formative value of the Communities of Practice in the construction of the professional identity of future teachers within practicum, as well as recognize the constraints that Communities of Practice may entail. From the reflection, it can be emphasised the potential of the Communities of Practice in the process of building the professional identity of the preservice teachers, since they find a space of sharing and reflection that allows them to construct and reconstruct conceptions, by gradually taking on potentially emancipatory roles. Limitations, on the other hand, lie in the relations established within the Communities of Practice when they are structured on the basis of an excessive and unidirectional hierarchy.

Palavras-chave : Community of Practice; Professional identity; Practicum; Preservice teachers.

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