This paper presents an analysis of the contribution of the collaborative work developed by a Portuguese community, involving teachers and researchers, and created in the context of the project |Investigacao e praticas lectivas em Educacao em Ciencia: Dinii¾¢micas de interaccao| (IPEC), to the development of innovative practices in formal education. The community members developed, implemented, and evaluated curricular modules about sustainability, through continued interactions in an online platform and some face-to-face meetings. The case study revealed that the community created challenging innovative practices, since we uncover: a) evidence of 13 of the 14 descriptors of innovative teaching practices taken into account for the analysis; b) disruptive practices when compared to traditional practices, presenting high risk-taking, large scope and complexity. In the final session, we present suggestions concerning design issues for web-based communities, such as the need to combine online interaction with face-to-face meetings.
['Margarida Morais Marques', 'Maria João Loureiro', 'Luís Marques']
Planning innovative teaching practices in a community of practice: a case study in the context of the project IPEC