• Communications of Mathematical Education
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• v.34 no.4
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• pp.439-464
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• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.390-404
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• 2013

The premise of the study is that teacher communities or teacher interest groups are one of the representative examples of Communities of Practice (CoP) formed by teachers who engage in the process of collective learning regarding science teaching. Based on the theory of CoP, we investigated and interpreted the process of identity development of six science teachers who have been actively involved in teacher communities. We conducted 2-3 individual interviews with the teachers in order to explore their narratives and personal experiences of being involved in the communities over the years. Results indicated that a teacher community is a place where the teachers not only generated and shared repertories of ideas, documents on teaching and learning, or routines (i.e. practices), but also formulated a set of relationships through social participation. Teacher communities actively provide the teachers a sense of joint enterprise and identity, and where the teachers have an opportunity to develop themselves personally and professionally as science teachers playing major roles in their communities.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1797-1811
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• 2015

This study is to analyze the local community-connected Education for Sustainable Development (ESD) programs that 17 clubs' students and teachers developed and implemented for their ESD club activities in elementary and middle schools. For this study, ESD elements in the programs are analyzed and the way of connection between the local communities' organizations and the ESD clubs is inquired. The process of ESD club activities is also analyzed and the change of students after the local community-connected ESD club activities is examined. Finally, the way of dissemination to local communities after ESD club activities is inquired. This study is to contribute to the practice of the local community-connected ESD in a way that develops core competencies in elementary and middle school students that will allow them to build a sustainable future in local communities.

• Journal of Korean language education
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• v.28 no.4
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• pp.367-402
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• 2017

The current study seeks to understand the multi-faceted desires of language learners through the theoretical lens of imagined communities (Norton, 2001). Particularly, the study focuses on the learners of Korean language-one of the less commonly taught languages in the U.S. that has received relatively less attention in previous literature on second language motivation. The study analyzed and compared the narratives told by eleven Korean language learners in a post-secondary language program, and identified four types of imagined communities: Communities of K-pop Culture, Communities of Professionals, Communities of Korean Family and Relatives, and Communities of ethnic Koreans. The study found that these imagined communities were not restricted to a specific region or an ethnic group but encompassed various populations connected through the use of Korean language. The study also found variability within what has been readily labelled as heritage motivation (or motivation related to heritage), as well as striking differences between heritage language learners and non-heritage language learners in terms of their scope of imagination.

• Knowledge Management Research
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• v.16 no.4
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• pp.89-108
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• 2015

Social networking communities (SNCs) are media designed to facilitate social interaction using highly accessible and scalable publishing techniques. SNCs can constitute individuals' their own profiles in the online environment and share texts, images and photos in a variety ways. In other words, one of the other motivators is knowledge sharing. Various sites, such as Facebook, Orkut, MySpace, and Hi5 are categorized as SNCs. SNCs have become increasingly popular in recent years among youths, especially students, who use them to build social networks. This study examines whether this usage of SNCs inculcates a sense of community among their members. Several studies have examined the role of a sense of community through increased usage in the context of virtual communities. Although this result may be true of virtual communities, this paper contends that the opposite relationship prevails in the case of SNCs because members interact to build networks and are not obliged to interact. The results reveal that maintaining long-term interactions in the SNCs is helpful in building a sense of community in SNCs. Although short-term usage may not boost the development of a sense of community in SNCs, it does matter if the premise is for a long-term commitment to SNCs. Implications for theory and practice are discussed.

• Knowledge Management Research
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• v.15 no.1
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• pp.1-19
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• 2014

Absorptive capacity is an ability to acquire, assimilate, transform, and apply external knowledge. Since the objectives of communities of practice(CoPs) are to share task-related knowledge and to apply it to operations, individual absorptive capacities of CoP members are one of the most important success factors of CoPs. The study examined the structural relationship among three groups; antecedents of absorptive capacity, absorptive capacity, and the performance of CoPs. The findings are as follows; Goal interdependence, reciprocal altruism, coordination mechanism and socialization mechanism had significant and positive effects on absorptive capacity. In addition absorptive capacity had significant and positive effects on goal attainment and knowledge application of CoP.

• 한국경영정보학회:학술대회논문집
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• 2007.06a
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• pp.447-452
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• 2007

본 연구는 최근 지식경영에서 중요하게 받아들여지고 있는 CoP의 성과측정체계에 대한 프레임웍을 제시하고 실제에 있어서 그 프레임웍이 얼마나 잘 적용될 수 있는지에 대해서 사례연구를 통해 고찰하고 추가적으로 CoP와 관련한 명제를 제시하고자 한다. CoP의 성과측정체계는 지식경영과 조직론의 기존의 문헌연구를 통하여 제시하였는데 크게 CoP Readiness, CoP Activity, Social Capital과 Business Output의 영역으로 크게 구분하고 세부적으로 정성적이고 정량적인 방법으로 측정할 수 있는 방법을 제시하였다. CoP의 성과는 위의 단계를 거치면서 나타나며 Business Output은 BSC방법을 통해 측정할 것을 제시하였다. 제시된 성과측정체계는 CoP를 효과적으로 활용하고 있는 국내 8개사의 사례를 통해 실증적으로 검토하였고 각 사에서 현재 활용 중인 측정체계와의 차이와 적용가능성을 고찰하였고 이를 통해 추가적으로 연구를 진행할 수 있는 4개의 명제를 제시하였다.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.24 no.6
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• pp.535-545
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• 2021

Purpose: This study aimed to analyze the practice of complementary feeding and its influencing factors in children under 2 years of age in Indonesia. Methods: This cross-sectional study used data obtained from the 2017 National Socioeconomic Survey. The sample totaled 1,751 households with children under 2 years of age, who received complementary feeding in urban and rural communities. Furthermore, the practice of complementary feeding was evaluated on the basis of the variations in provided food grouped into two categories: complete and incomplete. This study applied bivariate and multivariate analytical methods. Multivariate analysis was performed using binary logistic regression. Results: The proportion of children under 2 years of age who received complementary feeding with complete variant food was 15.9%, while that with incomplete variant food was 84.1%. Furthermore, the factor influencing the practice of complementary feeding among the children was the mother's educational level (odds ratio: 1.481, 95% confidence interval: 0.245-0.943). Conclusion: Complete complementary feeding, which involves a variety of food sources, is the best approach to improve the nutritional status of infants. Therefore, the source of food for complementary feeding must be accessible to all communities.

• The Journal of Asian Finance, Economics and Business
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• v.5 no.4
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• pp.107-116
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• 2018

The aim of this study is to delve deeper into the online brand community study. This study tests (a) the effects of online brand community on its outcomes, (b) the impact of value creation practice construct as a whole, (c) the effects of value creating practice construct on the two types of loyalty, loyalty toward the brand and the community. Participants of this study (N=353) are members of four types of online brand communities (e.g., business-to-consumer virtual product support community, firm-hosted online community, user-generated online community, peer-to-peer problem-solving community, and social media based brand community). Data were collected online using Amazon Mechanical Turk from April 10, 2016 to May 10, 2016. The data were analyzed through structural equations modeling using AMOS 20. The three community markers (e.g., consciousness of kind, rituals and traditions, and moral responsibility) and the four value creation practices (e.g., social networking, impression management, community engagement, and brand use) are proved to be significant indicators of online brand community and value creation practice constructs, respectively. Test results showed that strong and effective online brand communities generate value creation practices, and value creation practices enhance brand loyalty. The mediating effects of community loyalty between value creation practices and brand loyalty were revealed.