Sense-Enforce-Transmit Cycle in Establishing a Community of Practice in a Mathematics Organization for Preservice Teachers

Abstract

This Participatory Action Research (PAR) delves into the crucial realm of preservice teacher education, specifically focusing on mathematics educators. By establishing a Community of Practice (CoP) mirroring professional teachers' organizations, this study bridges the gap in preservice teachers' training. Comprehensive analysis of the existing CoP among professional teachers was conducted, highlighting disparities in preservice teachers' practices. Through rigorous methods such as observations, focus group interviews, and journals, the study explored how preservice teachers identified, addressed, and collectively surmounted gaps in pedagogical skills, domain knowledge, and community engagement. The preservice teachers collaborated within their CoP to address gaps in essential areas such as Lesson Planning, Demonstration Teaching, Classroom Management, Instructional Materials, and Research Trends. Employing a continuous improvement cycle (Sense-Enforce-Transmit), their practices evolved systematically. As a result, their teaching strategies became more refined and systematic, equipping them with enhanced preparedness for the challenges of the teaching profession. This research not only underscores the significance of a CoP but also serves as a testament to its transformative potential. It demonstrates that a well-structured organization can serve as a dynamic community of practice, fostering collaborative learning and significantly aiding preservice mathematics teachers in their journey toward professional excellence.