A comprehensive pedagogical approach to communities of practice for the education of health and physical education professionals

Abstract

Communities of Practice (CoP) are groups of people who share a genuine interest in solving practical problems and who come together to learn, share knowledge, and improve their practices. The goal of this work was to support the relevance of communities of practice in the education of health and physical education professionals. To this end, a desk review of communities of practice, their implementation, and their benefits in the education of health and physical education professionals was conducted. The results show at least four positive aspects of CoPs: (1) development of professional technical, clinical and pedagogical competencies through interaction and exchange of experiences; (2) collaborative learning where members can share knowledge, solve problems and generate new ideas; (3) theoretical-practical integration to solve problems in real contexts for which there is not always enough theory; and (4) emotional and professional support for members who can share challenges and receive constructive feedback, contributing to resilience and professional well-being. A constructivist pedagogical perspective emphasizes the importance of learning through social interaction and the active construction of knowledge. Thus, CoPs would make learning more effective if it took place in real, practical contexts. Participation in a CoP allows professionals to acquire new knowledge, reflect critically, analyze their practice, discuss mistakes and successes, and develop a deeper understanding of their own competencies and areas for improvement in order to adapt to the changing demands of the professional environment. In conclusion, by combining theory and practice, CoPs create a situated learning environment that can significantly contribute to the development of more qualified professionals prepared to meet the specific challenges of health and physical education.