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1.
The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a ‘community of practice’. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research.  相似文献   

2.
The Future Something Project (FSP), a two‐year action research project, was devised to nurture the creative and technological talent of small groups of young people at risk by creating a structured network, mentored and driven by creative professionals exploring innovative ways for the two distinct target groups to work together. The project practice is located within the new field of interaction design and takes a social and critical approach to art and design pedagogy. The external research team found that one valuable way of looking at the FSP enterprise was through the social theory of communities of practice (CoPs) developed in the 1990s by Lave and Wenger. The creation of a learning community as a pedagogical strategy is central to the conception and practice of this project. This article, therefore, sets out to apply an existing theory to a new art and design context together with more general thoughts on learning communities. It explores the potential of new technologies and different settings to effect learning within structured networks and local and virtual communities of practice.  相似文献   

3.
Abstract

This study examines Chinese international doctoral students’ academic socialization into TESOL discourses and communities. Rooted in the academic discourse socialization theory, complemented by the notions of Lave and Wenger’s community of practice, and Bourdieu’s capital, habitus, and field, this longitudinal multiple-case study suggest the focal participants’ academic discourse socialization is mediated by their participation in communities of practice, different forms of capital, and habitus in exerting agency. The participants are socialized into academic discourses and communities through their interactions with more experienced colleagues. By participating in the communities of practice, the focal students gain different forms of capital and experience different degrees of competence and memberships. However, due to the inequitable power relations in the TESOL doctoral program field, each participant is socialized to varying levels of central, peripheral, and marginal participation. This study concludes by providing suggestions for action to be taken by university advisors, instructors, and administrators.  相似文献   

4.
School leaders in highly disadvantaged urban communities across the globe walk a tightrope, caught between the needs of communities and the requirements of national policies. This article aims to enrich our understanding of the potential of school–community relationships. It examines the policy discourse on urban schools and the practice of community leadership. The policy context is one of UK and international concerns about divisions in society and the rise of political extremism: concerns which, in the UK, have led to a policy focus on community cohesion. The article offers a conceptual framework—a theory of action—as a possible road map for school leaders to manage through this complex and evolving arena of policy and practice. The template— developed through earlier work on urban schools—is underpinned by a focus on trust (as the lubricant to link communities together) and social capital (as a way of harnessing the ‘social energy’ of communities for positive good). The template is tested against the leadership of two school principals in challenging contexts in London and Greater Manchester. The author concludes that there is potential for schools to create space for the voices of the marginalised and disenfranchised to be heard. This analysis will resonate with school leaders serving disadvantaged communities in many international contexts and signals a new departure for leadership.  相似文献   

5.
The aim of this study was to gain a perspective of new members of staff who attempt to gain entry into an existing community of practice, to ascertain how this process occurs, and to explore new ways of inducting teams into established communities of practice. This research is situated, while demonstrating uniqueness, against a critique of Lave and Wenger’s Community of Practice theory, to analyse its applicability to the current Higher Education world. A qualitative, phenomenological study was conducted in a UK Higher Education Institution Faculty. Semi-structured interviews with eight members of academic staff, consisting of nursing and non-nursing lecturers who were all within two years of joining the institution, provided the data for this research. Data were examined using Miles and Huberman’s qualitative data-analysis model.This research argues that the community of practice notion does not fully correlate in this context with participant experiences. Results demonstrated that participants were exposed to varying levels of incivility, with differing levels of acceptance to the community of practice. There was a dissonance between participants attempting to enter the nursing and non-nursing community of practice. Conclusions made demonstrate how gaining entry to the nursing community of practice posed hostility compared with the non-nursing community of practice. The difficulties may have implications for all levels of the academic institution, although this would need to be tested against a larger sample for general applicability.  相似文献   

6.
This study investigates the unexpected emergence of a community of practice in a middle level mathematics and science methods course. The authors describe how preservice teacher participation in a collaborative, project-based service-learning experience resulted in the formation of a community of practice characterized by teamwork, meaningful practice, and shared resources. The article concludes with a twofold argument demonstrating how collaborative, project-based service-learning experiences potentially contribute to preservice teacher learning via the positive outcomes that emerge from participation in a community of practice, while also reinforcing preservice teacher commitment to the constructive pedagogy of service-learning.  相似文献   

7.
This article analyzes how one teacher, Ana, builds community in the daily life of her classroom in Figueirinha, a Portuguese public kindergarten. It begins by briefly critiquing the dominant research discourse in early childhood education and arguing that community should be central both to life in early childhood classrooms and to research in those classrooms. Figueirinha, Ana, and the Large Table that is the center of Ana's classroom are introduced. Ana's understanding of community is explored by focusing on six themes: membership, awareness, negotiation, responsibility, ritual, and group memory. Ana's practice is illustrated and analyzed through the use of vignettes. The article concludes with a discussion of Ana's practice and her commitment to the community of the classroom.  相似文献   

8.
This article is a case study that aimed at understanding the dynamics of two complementary communities involved in a distance education graduate program: one community of practice formed by the instructors and instructional developers, who designed and developed the program, and another created by the students and instructor in one of the online courses. The relationship between both communities and the evolution that occurred within the online course are analyzed. Emergent themes are discussed and recommendations are made for similar contexts and communities.  相似文献   

9.
This study characterises the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs). Analyses focused on sources of knowledge used to inform lesson design, participants’ roles and knowledge generated by the teacher community. Three patterns emerged pertaining to the sources of knowledge informing lesson plans: design guided by formal and practical knowledge, by classroom-data and practical knowledge or by a combination of all three. Findings further suggest that the emphasis given to the use of formal knowledge over classroom-data or vice versa restrains the full accomplishment of research and practice links. Across the projects studied, university researchers contributed to linking research and practice by directly or indirectly supporting community activities. Surprisingly, the role of teachers in the generation and dissemination of formal knowledge was limited. Further research should explore the effects of collaboration within TCs on researchers and policy-makers.  相似文献   

10.
This article presents findings from an ethnographic study that explored how participation in an educator network contributed to the production of meaning, identity, and agency among the teachers and school district administrators involved. Prominent in this process were the differences between practice in the network, consisting of dialogue informed by theory, inquiry, and reflection on professional experience, and the practice of participants' workplace communities. I argue that identities afforded by multimembership in these very different communities, along with the bridges participants worked to build between the communities, hold promise for generating change in the field of education.  相似文献   

11.
There is still no agreed pedagogic definition of practice‐based research. However, there is not a dearth of definitions, but rather a wide variety, predicated upon the developing programmes of individual places of study. This article will examine these definitions in terms of underlying concepts of intentionality and alterity and the ways in which instrumental use of them affects study. The article will discuss a number of existing models for the theorising and adjudication of practice as research, and the questions that underpin their development. First, are non‐text outputs, and the methods of their production, able to communicate knowledge rather than simply constituting knowledge? Second, by what criteria can this knowledge be adjudicated within an academic environment? Third, what is the status of these outputs and methods relative to the production of text? It will propose that interrogation of these models will advance little in discussions that focus on media. Text or nottext is beside the point. Rather, the relationship between research and practice can be explored as a relationship between intentionality and alterity, based in an essentially social conception of communities of expertise, including academic communities of expertise. Finally, the article will describe an attempt by the author to undertake a drawing activity in response to a research question, in order to assess the possibilities of articulating practice specifically in order to demonstrate expert knowledge of the field in which a research question occurs.  相似文献   

12.
社区实践是当前高校思想政治理论课实践教学模式改革创新的迫切需要,是增强思想政治理论课实践教学实效性、激发学生主体学习兴趣和实现高校与社区良性互动的现实要求。社区实践教学的顺利开展需要高校思想政治理论课教师更新观念,重视社区实践教学,协调好社区实践教学和其他实践教学的关系,发挥好教师的主导性和学生的主体性作用,并处理好社区实践过程和社区实践结果的关系。  相似文献   

13.
教育理论是论证医学教育实践是否合理的基础。据报道,PBL是以坚实的教育原则为依据,并对学生的学习和表现具有强烈的影响。但是,美国伊利诺斯大学医学院教授Colliver博士认为,过去20年的研究尚未对PBL的合理性提供充分的理论依据,他断言,认知理论作为PBL的理论基础,仅仅是一种隐喻。  相似文献   

14.
The study applies situated learning and communities of practice concepts to an ethnographic study of volunteer farm work. In contrast to a traditional conceptualization of education for leisure, participation in farm work activities is understood as a form of education taking place in a leisure context. Analysis reveals that participation in volunteer farm labor may also be understood as participation in a craft-based community of practice. The Farm’s community of practice exhibits the use of embodied knowledge, intimate communication, a dialectic of innovation and preservation, and a hierarchical social structure. Differences between employment and leisure-based communities of practices are explored. Situated learning and communities of practice conceptualizations promise to expand both the analysis and practice of leisure education, thereby expanding its relevance in contemporary society.  相似文献   

15.
Participation in “communities of practice” is often depicted as a central feature of various theoretical understandings of the social nature of learning. How are such communities of practice to be enacted in distance education, which, by definition, implies spatial detachment? This article reflects on the dimensions of communities of practice experienced by four students undertaking doctoral studies by distance education, working in different countries than the one in which the institution of their studies is based, and at four different phases of their doctoral program. In each writer’s experience, community of practice involvement was identified as critical in program completion, yet the source of the learning community was in each case outside of institutional provision.  相似文献   

16.
A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of ‘community’ to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that provides useful insights into how an online learning community can support the continuous professional development (CPD) of school teachers. Using the Community of Inquiry framework (Garrison et al., 2000), it offers empirical evidence of how cognitive, social and teaching aspects impact competence development. It suggests that online learning communities offer an appropriate environment for teachers' intellectual and emotional reflection, characterised by trust, mutual respect and shared values centred on improving pupils' learning. It also suggests that the educational experience within such a community is significantly influenced by the tutor's design and moderation of activities aimed at fostering critical thinking. The article concludes that online learning communities offer a valuable alternative to traditional teacher training by supporting teachers to learn in the context of their everyday practice, whilst collaborating and reflecting on their experience with peers across regions and countries. Concerning the wider use of social networking for learning, it suggests that educators still have a valuable role to play in ensuring that collaboration leads to an effective educational experience.  相似文献   

17.
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18.
Netnography is an approach to studying online communities and cultures to arrive at an ethnographic understanding. Drawing on our own experiences and methodological choices in a netnography of a multi-site online community of practice of English language teachers, known as Webheads in Action, this article illustrates how ethnographic fieldwork practices change when carried out with communities that exist primarily online. Focusing on illustrative examples from our 10-month netnographic fieldwork data, we argue that concepts of ‘the field, participant observation, interviews, and researcher survival skills’ are experienced in fundamentally different ways in netnography as opposed to in-person ethnography, which calls for reconceptualisation of fieldwork practices in online communities because of the dynamics of online environments and the use of web-based technologies.  相似文献   

19.
Community engagement in natural hazard preparedness is crucial to ensure sustainable initiatives. Children are important members of communities, and can actively contribute to community preparedness. This article presents research undertaken with 11- to 12-year-old students from a school in Auckland, New Zealand, and leaders associated with the school community regarding their perceptions of the role of schools, communities and children in natural hazard preparedness. The findings show that the students believe they can be effective in promoting preparedness in their school, homes and community, and act as leaders in this capacity. Community leaders stated that preparedness actions should be culturally relevant, community initiated and owned and inclusive of child perspectives. From the combined perspectives of students and community leaders, this work concludes that emergency management must engage in culturally responsive ways with Māori and Pacific communities to enable community preparedness initiatives that are tailored to the cultural values and practices of communities most at risk from natural hazards. Further, it concludes that children have an important voice in community preparedness, which could be encouraged through school and community initiatives.  相似文献   

20.
There are increasing demands on universities to develop more meaningful linkages with local communities – from government, from citizens and taxpayers, and from students. But the incorporation of community-oriented praxis into the university mission is not straightforward and requires a significant re-orientation away from ‘traditional’ organizational norms regarding teaching and research. Where community practice involves students, there is a burgeoning literature on situated learning, service learning and problem-based learning; but where community practice relates to research, the literature tends to be very much more disciplinary oriented and the sources are commensurately disparate. Discussions about community perspectives, however, are typically located in another set of literatures altogether. In order to address this deficit, this article reviews the literature on community-oriented research with the intention of providing a more holistic view of the common concerns and issues that arise when universities move their work into communities. This article reveals that – despite different disciplinary origins – the varied literature on community-oriented research illustrates the evolution of consistent principles for good practice. Moreover, it argues that community-oriented research principles provide praxis guidelines for university engagement in communities that are often absent in the literature on teaching and learning or civic engagement. The article then presents a case study of the evolution an integrated institutional response, which combines community-oriented research approaches to teaching and learning and civic engagement, being developed at the University of Limerick, Ireland.  相似文献   

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