Résumés
Abstract
Drawing inspiration from our own experiences, we find that intentional development of teaching identity through a Community of Practice (CoP) may provide opportunities for librarians’ growth as teachers. The way academic librarians think about teaching identity significantly impacts their effectiveness in the classroom, and the formation of a CoP can yield especially impactful supportive relationships, self-reflective practices, and pedagogical discussions. Through a social learning approach, we recognize the positive impact learning in community can yield; additionally, because of the role of context in teaching, we identify possibilities to address barriers to development of teaching identities. Our focus is on practical application for librarians at any professional stage to use elements of a CoP to cultivate their teaching identity and evolve classroom techniques.
Keywords:
- academic librarians,
- community of practice,
- teaching and learning,
- teacher identity
Résumé
En nous inspirant de nos propres expériences, nous constatons que le développement intentionnel de l'identité d'enseignement par le biais d'une Communauté de pratique (CoP, de l'anglais « Community of Practice ») peut offrir aux bibliothécaires des opportunités d'épanouissement professionnel en tant qu'enseignant.e.s. La façon dont les bibliothécaires universitaires envisagent l'enseignement de l'identité a un impact significatif sur leur efficacité en classe, et la formation d'un CoP peut donner lieu à des relations de soutien, à des pratiques d'autoréflexion et à des discussions pédagogiques particulièrement enrichissantes. Grâce à une approche d'apprentissage social, nous reconnaissons l'impact positif que peut avoir l'apprentissage en communauté ; de plus, en raison du rôle du contexte dans l'enseignement, nous identifions les possibilités d'éliminer les obstacles au développement des identités de l’enseignant.e. Nous nous concentrons sur l'application pratique pour que les bibliothécaires à n'importe quel stade professionnel puissent utiliser des éléments d'un CoP pour cultiver leur identité d'enseignement et faire évoluer les techniques de classe.
Mots-clés :
- bibliothécaires universitaires,
- communauté de pratique,
- enseignement etapprentissage,
- identité de l'enseignant.e
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