Koncept komunít praxe (CoP) prvýkrát rozpracovali Lave a Wenger (1991), pričom zdôraznili, že učenie je sociálny jav a že sa uskutočňuje prostredníctvom vykonávania úloh v rámci daného spoločenstva alebo kontextu. Tieto myšlienky sú vyjadrené vo všeobecne uznávanej definícii CoP, ktorú navrhli Wenger, McDermott a Snyder (2002, s. 4),"skupina ľudí, ktorí zdieľajú nejakú vášeň alebo záujem a prehlbujú svoje vedomosti tým, že o nich priebežne komunikujú". Ako štruktúra, ktorá uľahčuje zdieľanie a šírenie vedomostí prostredníctvom praxe, CoP pôsobí prostredníctvom situačného učenia. V teoretickej časti I CO-COPE bol tento kľúčový koncept zdôraznený v troch dimenziách: etika a hodnoty, politiky a prax a meranie (Silveira-Maia et al., 2025).
Etický a hodnotový rozmer
Komunity praxe (CoP) zahŕňajú súbor hodnôt, ktoré sú rozhodujúce pre tvorbu podporného prostredia pre spoluprácu s rôznymi odborníkmi, študentmi a rodičmi participatívnym spôsobom.
Tieto hodnoty sú:
predpoklad nevedomosti, ktorý vedie k vytvoreniu priestoru pre experimentovanie
dôvera v schopnosti seba a druhých a dôvera v spoločný projekt, ktorá je spojená s ocenením dialógu a rozdelenia moci
záväzok rozvíjať znalosti
Tieto hlavné hodnoty potvrdzuje aj štúdia Mortiera a jeho kolegov (2010), ktorá definuje CoP ako konštruktívny proces zahŕňajúci:
otvorený prístup v kombinácii s flexibilitou prispôsobiť sa prostrediu;
bezpečné prostredie, v ktorom môže každý rovnako prispieť k tvorbe myšlienok, čo umožňuje účastníkom učiť sa jeden od druhého
záväzok k úspešnému začleneniu udržiavaním účinného systému podpory a podporovaním bezpečnej a pozitívnej atmosféry.
Z tohto procesu vytvárania bezpečného priestoru založeného na pokore, flexibilite a dôvere budú získané vedomosti podstatné, praktické, experimentálne a prispôsobené potrebám a možnostiam definovaným v dohodnutej úlohe.
Policies dimension
The building of a Community of Practice (CoP) is embedded in contextual learning which, although not expressing concrete political tendencies, follows political directions stated as collective forms of learning to reinforce sustainability and support for teacher efficacy (Silveira-Maia et al., 2023).
According to this understanding, establishing and working in a CoP can be seen as a strategy to respond to professionals’ continuous learning in inclusive educational contexts, particularly addressing the need of professional learning and support that takes place in a natural environment, is responsive to contextual needs and is characterised by professional collaboration and shared problem solving.
To enable this, institutional policies must be considered, as building a CoP implies creating time and opportunity for staff to learn and work with each other.
In result of a CoP, bottom-up innovation can take place as participants collaborate and create knowledge based on local narratives, recognizing the “unique ways in which they can move their practice forward” (Mortier, 2018, p. 329).
Practice and measurement dimension
A Community of Practice (CoP) is a flexible method which refers to the unique knowledge that results from the shared focus and practice, and continuous dialogue of the participants. Wenger’s and Wenger-Trayner's (2015) definition of CoP as a learning based in a social participation combines three key elements:
Domain: a common and shared interest that drives the Community of Practice
Community: relationships among members that enable them to learn from each other
Practice: members deepen their knowledge and skills by sharing resources, experiences, and strategies
Mortier (2018) refers to the fact that CoP can open new perspectives. Therefore, the following four basic competences of reflective practitioners are needed (Vandenbroeck 2012, p. 8):
the ability to look for (always provisional) solutions in contexts of dissensus,
the focus on meeting the other, the one we do not know,
the ability to co-construct knowledge with others (colleagues, parents, children), and
acting with a focus on change.
Click here to see a visualisation of all three dimensions.
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Pozrite si nasledujúce video, v ktorom sú zhrnuté najdôležitejšie aspekty prístupu CoP podľa Wengera a Wengera-Traynera.
References
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Mortier, K. (2018). Communities of Practice: a Conceptual Framework for Inclusion of Students with Significant Disabilities. International Journal of Inclusive Education, 24(3), 329–340. https://doi.org/10.1080/13603116.2018.1461261
Mortier, K., Hunt, P., Leroy, M., Van de Putte, I., & Van Hove, G. (2010). Communities of practice in inclusive education. Educational Studies, 36(3), 345–355. https://doi.org/10.1080/03055690903424816
Silveira-Maia, M., Neto, C., Sanches-Ferreira, M., Alves, S., Durães, H., Breyer, C., Vandenbussche, E., Boonen, H., Zacharová, Z., Ferková, Š., Schukoff, P., Unterreiner, S., & Teijsen, E. (2025). Mapping CoP for inclusion: a Knowledge Base. Instituto Politécnico do Porto. https://doi.org/10.26537/e.ipp.136
Silveira-Maia, M., Alves, S., Aguiar, T., Sanches-Ferreira, M., Beaton, M., Bethere, D., Boonen, H., Callens, S., De Vries, P., Edwards, T., Eerlingen, A., Lofthouse, R., Sergeant, S., Teijsen, E., Touw, H., Ulmane-Ozoliņa, L., Wilssens, M. (2023). Collaborative Learning for Inclusion Under a Magnifying Lens. Porto: Instituto Politécnico do Porto. https://proudtoteachall.eu/en/research-and-policy-recommendations/research-and-policy-recommendations-detail/book-collaborative-learning-for-inclusion-under-a-magnifying-lens?from=
Smith, S., Hayes, S., & Shea, P (2017). A critical review of the use of Wenger's Community of Practice (CoP) theoretical framework in online and blended learning research, 2000- 2014. Online Learning 21(1), 209-237. https://doi.org/10.24059/olj.v21i1.963
Vandenbroeck, M. (2012). Evidence-Based Practice, Professionalism and Respect for Diversity: A Tense Relation. Asia-Pacific Journal of Research in Early Childhood Education 6 (1), 1–20. https://www.pecerajournal.com/detail/26922
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
Wenger, E., McDermott, R. & William Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston: Harvard Business Press.
Wenger, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice. A brief overview of the concept and its uses. https://www.wenger-trayner.com/introduction-to-communities-of-practice/
Koncept komunít praxe (CoP) prvýkrát rozpracovali Lave a Wenger (1991), pričom zdôraznili, že učenie je sociálny jav a že sa uskutočňuje prostredníctvom vykonávania úloh v rámci daného spoločenstva alebo kontextu. Tieto myšlienky sú vyjadrené vo všeobecne uznávanej definícii CoP, ktorú navrhli Wenger, McDermott a Snyder (2002, s. 4),"skupina ľudí, ktorí zdieľajú nejakú vášeň alebo záujem a prehlbujú svoje vedomosti tým, že o nich priebežne komunikujú". Ako štruktúra, ktorá uľahčuje zdieľanie a šírenie vedomostí prostredníctvom praxe, CoP pôsobí prostredníctvom situačného učenia. V teoretickej časti I CO-COPE bol tento kľúčový koncept zdôraznený v troch dimenziách: etika a hodnoty, politiky a prax a meranie (Silveira-Maia et al., 2025).
Etický a hodnotový rozmer
Komunity praxe (CoP) zahŕňajú súbor hodnôt, ktoré sú rozhodujúce pre tvorbu podporného prostredia pre spoluprácu s rôznymi odborníkmi, študentmi a rodičmi participatívnym spôsobom.
Tieto hodnoty sú:
predpoklad nevedomosti, ktorý vedie k vytvoreniu priestoru pre experimentovanie
dôvera v schopnosti seba a druhých a dôvera v spoločný projekt, ktorá je spojená s ocenením dialógu a rozdelenia moci
záväzok rozvíjať znalosti
Tieto hlavné hodnoty potvrdzuje aj štúdia Mortiera a jeho kolegov (2010), ktorá definuje CoP ako konštruktívny proces zahŕňajúci:
otvorený prístup v kombinácii s flexibilitou prispôsobiť sa prostrediu;
bezpečné prostredie, v ktorom môže každý rovnako prispieť k tvorbe myšlienok, čo umožňuje účastníkom učiť sa jeden od druhého
záväzok k úspešnému začleneniu udržiavaním účinného systému podpory a podporovaním bezpečnej a pozitívnej atmosféry.
Z tohto procesu vytvárania bezpečného priestoru založeného na pokore, flexibilite a dôvere budú získané vedomosti podstatné, praktické, experimentálne a prispôsobené potrebám a možnostiam definovaným v dohodnutej úlohe.
Policies dimension
The building of a Community of Practice (CoP) is embedded in contextual learning which, although not expressing concrete political tendencies, follows political directions stated as collective forms of learning to reinforce sustainability and support for teacher efficacy (Silveira-Maia et al., 2023).
According to this understanding, establishing and working in a CoP can be seen as a strategy to respond to professionals’ continuous learning in inclusive educational contexts, particularly addressing the need of professional learning and support that takes place in a natural environment, is responsive to contextual needs and is characterised by professional collaboration and shared problem solving.
To enable this, institutional policies must be considered, as building a CoP implies creating time and opportunity for staff to learn and work with each other.
In result of a CoP, bottom-up innovation can take place as participants collaborate and create knowledge based on local narratives, recognizing the “unique ways in which they can move their practice forward” (Mortier, 2018, p. 329).
Practice and measurement dimension
A Community of Practice (CoP) is a flexible method which refers to the unique knowledge that results from the shared focus and practice, and continuous dialogue of the participants. Wenger’s and Wenger-Trayner's (2015) definition of CoP as a learning based in a social participation combines three key elements:
Domain: a common and shared interest that drives the Community of Practice
Community: relationships among members that enable them to learn from each other
Practice: members deepen their knowledge and skills by sharing resources, experiences, and strategies
Mortier (2018) refers to the fact that CoP can open new perspectives. Therefore, the following four basic competences of reflective practitioners are needed (Vandenbroeck 2012, p. 8):
the ability to look for (always provisional) solutions in contexts of dissensus,
the focus on meeting the other, the one we do not know,
the ability to co-construct knowledge with others (colleagues, parents, children), and
acting with a focus on change.
Click here to see a visualisation of all three dimensions.
-
Pozrite si nasledujúce video, v ktorom sú zhrnuté najdôležitejšie aspekty prístupu CoP podľa Wengera a Wengera-Traynera.
References
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Mortier, K. (2018). Communities of Practice: a Conceptual Framework for Inclusion of Students with Significant Disabilities. International Journal of Inclusive Education, 24(3), 329–340. https://doi.org/10.1080/13603116.2018.1461261
Mortier, K., Hunt, P., Leroy, M., Van de Putte, I., & Van Hove, G. (2010). Communities of practice in inclusive education. Educational Studies, 36(3), 345–355. https://doi.org/10.1080/03055690903424816
Silveira-Maia, M., Neto, C., Sanches-Ferreira, M., Alves, S., Durães, H., Breyer, C., Vandenbussche, E., Boonen, H., Zacharová, Z., Ferková, Š., Schukoff, P., Unterreiner, S., & Teijsen, E. (2025). Mapping CoP for inclusion: a Knowledge Base. Instituto Politécnico do Porto. https://doi.org/10.26537/e.ipp.136
Silveira-Maia, M., Alves, S., Aguiar, T., Sanches-Ferreira, M., Beaton, M., Bethere, D., Boonen, H., Callens, S., De Vries, P., Edwards, T., Eerlingen, A., Lofthouse, R., Sergeant, S., Teijsen, E., Touw, H., Ulmane-Ozoliņa, L., Wilssens, M. (2023). Collaborative Learning for Inclusion Under a Magnifying Lens. Porto: Instituto Politécnico do Porto. https://proudtoteachall.eu/en/research-and-policy-recommendations/research-and-policy-recommendations-detail/book-collaborative-learning-for-inclusion-under-a-magnifying-lens?from=
Smith, S., Hayes, S., & Shea, P (2017). A critical review of the use of Wenger's Community of Practice (CoP) theoretical framework in online and blended learning research, 2000- 2014. Online Learning 21(1), 209-237. https://doi.org/10.24059/olj.v21i1.963
Vandenbroeck, M. (2012). Evidence-Based Practice, Professionalism and Respect for Diversity: A Tense Relation. Asia-Pacific Journal of Research in Early Childhood Education 6 (1), 1–20. https://www.pecerajournal.com/detail/26922
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
Wenger, E., McDermott, R. & William Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston: Harvard Business Press.
Wenger, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice. A brief overview of the concept and its uses. https://www.wenger-trayner.com/introduction-to-communities-of-practice/