CO-CREATIVE ENVIRONMENTS AND COMMUNITIES OF PRACTICE: PATHWAYS FOR SCIENCE TEACHERS PROFESSIONAL DEVELOPMENT

Abstract

Teacher Professional Development (TPD) should represent an ongoing path of formation, fostering professional growth and enhancement throughout an educator’s career. However, it remains a complex process marked by nuanced challenges and specificities that are difficult to navigate. This article presents a theoretical-reflective discussion on the factors that drive and constrain teacher professional development (TPD). Among the driving factors, we highlight collaborative spaces such as Communities of Practice (CoP) and co-creative environments, where teachers can share experiences, knowledge, and develop new skills cooperatively. Using an example of a training course for science teachers, we suggest that these spaces can act as conducive environments for developing pedagogical skills, engaging in critical reflections on educational practices, and fostering a commitment to continuous learning and innovation. This bibliographic research explores the epistemological diversity of collaborative practices aimed at teacher professional development at the intersection between communities of practice and co-creative environments. We conclude that encouraging the creation of these environments within schools can enhance teacher professional development and pave the way for establishing a collaborative culture rooted in mutual trust, respect, appreciation, and recognition of the teaching profession.