The student teacher and the school community of practice: an exploration of the contribution of the legitimate peripheral participant
This paper reports on qualitative research conducted in the south of England, which explored the notion of PGCE student teachers on school placements as legitimate peripheral participants in communities of practice (Lave & Wenger 1991). It focuses on the benefits to the community and the 'o...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
2012-05.
|
| Subjects: | |
| Online Access: | Get fulltext |
| LEADER | 01235 am a22001213u 4500 | ||
|---|---|---|---|
| 001 | 339859 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Woodgate-Jones, Alexandra |e author |
| 245 | 0 | 0 | |a The student teacher and the school community of practice: an exploration of the contribution of the legitimate peripheral participant |
| 260 | |c 2012-05. | ||
| 856 | |z Get fulltext |u https://eprints.soton.ac.uk/339859/1/the_student_teacher_and_the_school_community_of_practice.pdf | ||
| 520 | |a This paper reports on qualitative research conducted in the south of England, which explored the notion of PGCE student teachers on school placements as legitimate peripheral participants in communities of practice (Lave & Wenger 1991). It focuses on the benefits to the community and the 'old-timer' of training a 'newcomer' rather than the original approach of examining how the community shapes the apprentice. It was found that all school stake holders recognised the positive contribution made to the community of practice by student teachers. The paper suggests that Lave & Wenger's theory could be further built upon and used to encourage communities of practice (schools, in this instance) to realize the benefits to themselves of engaging in training student teachers. | ||
| 655 | 7 | |a Article | |