“Today’s adult educators must continuously reshape their professional identity,” writes Jane Erickson in her column. She considers virtual communities of practice essential for maintaining professional relevance.
The swift rise of remote work, the growing influence of AI and increasingly polarised global perspectives have brought profound changes in the field of adult education. These shifts have directly impacted how educators define themselves as professionals in this evolving landscape.
Professional identity, described by Trede, Macklin and Bridges (2012), is a dynamic process of integrating personal and professional experiences. Today’s adult educators must navigate these changes, continuously reshaping and reevaluating their professional identity.
Today’s adult educators continuously reshape their professional identity.
One crucial way to adapt is through active participation in virtual communities of practice (CoPs), where educators can collaborate, share knowledge and support each other in facing the challenges and opportunities of this new era.
Virtual CoPs provide an invaluable space for practitioners in adult learning to connect with peers, exchange ideas and stay current on trends and technologies. In these online spaces, emerging challenges can be discussed, strategies can be shared and problems can be solved.
With rapid changes in the modern workplaces, particularly related to technology, staying connected through these communities is essential for maintaining professional relevance.
ONE CRITICAL CHALLENGE facing today’s adult educator is the increasing diversity of learners. As classrooms become more varied in terms of cultural backgrounds, experiences and learning needs, educators must continuously adapt their teaching practices.
Virtual CoPs provide an opportunity to engage with educators from different parts of the world, offering fresh perspectives and new approaches to addressing diverse learner needs. In these communities, educators can have regular opportunities to exchange ideas on how to create inclusive learning environments that accommodate a wide range of learner profiles.
Virtual CoPs provide new approaches to addressing diverse learner needs.
This collaborative learning enables educators to refine their approach and adapt to the complexities of a diverse classroom, further shaping their professional identities as flexible and empathetic facilitators (James & Biesta, 2018).
ANOTHER CRITICAL challenge is globalisation which has brought diverse perspectives and practices into the education sector, making it essential for adult learning practitioners to adopt a global outlook.
Virtual CoPs facilitate international collaboration and the sharing of best practices, enabling educators to develop intercultural competencies and integrate global perspectives into their teaching.
Engaging with a global network helps educators strengthen their professional identities as globally minded professionals, prepared to address the needs of learners in an interconnected world (Schreiber-Barsch & Körndle, 2019).
FINALLY, DIGITAL LITERACY has become a key component of the work of educators. This skill is no longer just a “nice-to-have” but a foundational aspect of how educators view themselves professionally.
By actively participating in virtual CoPs, educators can gain even greater confidence with their digital skills, develop a critical perspective on how to use them effectively and enhance their ability to deliver even better learning experiences.
As economies and workplaces continue to shift and change, this can help educators redefine themselves as adaptable, tech-savvy professionals ready to meet the demands of a digitally connected world (Lantz-Andersson et al., 2018).
IN TODAY’S EVER-CHANGING educational landscape, active participation in virtual communities of practice is a powerful strategy for navigating the challenges. By engaging with these communities, adult educators can adapt to diverse learner needs, adopt a global outlook, enhance their digital skills and continue to evolve professionally.
To fully benefit from virtual CoPs, educators should focus on their own active engagement. This means not being afraid to share experiences, ask questions and contribute to discussions.
Building relationships and offering support to fellow members create a more collaborative and productive environment. By doing so, educators can leverage the full extent of what these communities have to offer – to stay ahead of industry trends and continuously hone our skills.
Navigating change, CoPs provide a vital support network, helping educators stay resilient, adaptable and even more fulfilled in their roles.
References:
James, N., & Biesta, G. (2018). The lifelong learning imagination: Governmentality and professional identity. Studies in Continuing Education, 40(2), 204-217.
Kremer, P., & Huggins, A. (2020). Work-life balance and the professional identity of adult educators. Journal of Workplace Learning, 32(4), 253-265.
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111-1150.
Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302-315.
Schreiber-Barsch, S., & Körndle, H. (2019). Teaching in a globalized world: The need for intercultural competencies in adult education. International Review of Education, 65(5), 771-791.
Trust, T., & Prestridge, S. (2021). The role of communities of practice in supporting teachers’ continuation and development of digital practices. Computers & Education, 167, 104133.
Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: A review of the higher education literature. Studies in Higher Education, 37(3), 365-384.
Jane Erickson
Jane Erickson, M. Ad. Ed., is a Canadian adult learning specialist and passionate community creator. With degrees in Psychology and Adult Education, her research focuses on adult educator professional identity formation. Her international career in workplace learning and development spans private education, luxury travel, non-profit organisations and the public sector. During Covid, she created ‘The Adult Learning Hub,’ a platform for virtual professional development communities for organisations.
