<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Valéria C. Santos</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">community of practice</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420057005.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers.  Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of São Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meetings. These meetings consisted of theoretical training about the use of visual tools in teaching and other concepts about education and meetings to plan activities and classes about topics of chemistry to be applied in a public school at the city of São Paulo, Brazil. During these meetings was possible to notice that the pre-service teachers were engaged in a community of practice, demonstrating the three characteristics emphasized by Wenger (2008): mutual engagement, joint enterprise, and a shared repertoire. Thus the project PIBID of chemistry could be characterized as a community of practice. Furthermore, it was noticed that the community helps in the training of pre-service teachers, since it is providing support to them learn about teaching in practice and implement their knowledge. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">124-132</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ioan  G. Pop</style></author><author><style face="normal" font="default" size="100%">Salomea A.  Popoviciu</style></author><author><style face="normal" font="default" size="100%">Ioan  Popoviciu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TRANSDISCIPLINARY APPROACH ON KNOWLEDGE PRODUCTION IN FAMILY AS COMMUNITY OF PRACTICE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community of practice</style></keyword><keyword><style  face="normal" font="default" size="100%">mutual engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">shared repertoire</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400136084.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper presents a new perspective on family as a possible community of practice using a transdisciplinary approach and the search window methodology with top-down and bottom up levels of knowledge. In a family as community of practice communication is facilitated by a flexible accessible structure (mutual engagement) between parents to children (top-down perspective) and children to parents (bottom-up perspective). In this mutual inform-action process parents through the mechanism of authority and collaborative relationships encourage learning as a central aspect of children’s identity shaped by family participation. The children, through the mechanism of apprenticeship learn through sharing information and experiences. This process of mutual engagement leads to a shared understanding (joint enterprise) and new resources (shared repertoire) which are the building blocks of a community of practice. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">141-152</style></section></record></records></xml>