... Pensar modelos de formação que estejam alicerçados na promoção de uma reflexão crítica sobre a prática, no constante diálogo entre os sujeitos e na compreensão e concretização dos docentes como produtores de conhecimento e agentes da sua própria formação se torna não apenas necessário, mas configura-se como uma forma de resistência (Shulman, 2004;Tardif, 2014). Com o objetivo de explorar outras formas de profissionalização docente, nos voltamos, neste texto, para o referencial teórico-metodológico das Comunidades de Prática -CoP (Lave e Wenger, 1991;Wenger, 1998;2012) como uma possibilidade de construção de uma formação mais dialógica, menos hierarquizada e que prioriza o protagonismo dos sujeitos envolvidos em sua própria formação. ...
... O termo Comunidade de Prática (community of practice) foi cunhado por Jean Lave e Etienne Wenger (1991), que, por meio de seus estudos, buscavam abordar o caráter social da aprendizagem humana, baseando-se na Teoria Social e na Antropologia, sendo ampliado por Wenger em estudos posteriores (Wenger, 1998(Wenger, , 2012. O conceito de Comunidade de Prática insere-se em um contexto que considera as dimensões sociais da aprendizagem e concebe que esta ocorre na relação da pessoa com o mundo, como uma prática social. ...
... Este grupo de indivíduos, no entanto, não é homogêneo, visto que apresenta conhecimentos, habilidades e experiências distintas, envolvem-se ativamente em processos de cooperação e, por consequência, compartilham interesses, conhecimentos, recursos, atividades e, sobretudo, práticas que possibilitam a construção do conhecimento tanto pessoal quanto coletivo. Uma Comunidade de Prática acaba gerando e se apropriando de um repertório compartilhado de ideias, objetivos e memórias, desenvolvendo uma série de recursos, tais como ferramentas, documentos, rotinas, símbolos e vocabulários, que, de certo modo, carregam consigo os conhecimentos acumulados pela comunidade (Lave e Wenger, 1991;Martineli, 2014;Wenger, 1998). ...
RESUMO: Este artigo apresenta uma revisão sistemática da produção de conhecimentos sobre o conceito de Comunidade de Prática (CoP) vinculado à formação de professores de ciências nos últimos 20 anos, em pesquisas realizadas no Brasil e em Portugal. A pesquisa sistemática foi realizada através de levantamentos em bases de dados e repositórios, com o objetivo de identificar as principais características das pesquisas que abordam o conceito de CoP como cenário formativo de professores da educação em ciências. Procedeu-se à análise de conteúdo (BARDIN, 2011) baseada nas seguintes categorias: características da produção acadêmica; sentidos produzidos sobre a formação de professores; abordagens metodológicas mobilizadas e problemáticas levantadas nas pesquisas; bem como os objetivos e resultados alcançados. Nossas análises apontam que as pesquisas sobre o tema consideram as CoP como uma ferramenta teórica-analítica, mas também como uma estratégia projetada para promover aprendizagens, constituindo-se como um espaço mais democrático e horizontal de formação de professores de ciências.
... A community of practice subsequently includes a good deal more than the technical knowledge or competency related to undertaking just a few ventures. In the context of student teachers' readiness for the classroom and their development of teaching practice, members of a community of practice are concerned with relationships over the years [19] and groups develop around matters that matter to human beings [14,16,17]. ...
... Participants' comments above demonstrate two fundamental tenets of the contextual learning theory, namely the community of practice and valid peripheral participation Lave and Wenger in [12,13]. A community of practice is described by Lave and Wenger [19] and Mukhalalati et al. [17] as an interaction between members where there is a discussion about a common endeavour, as well as the growth of a shared repertoire. Participants in the activities who are legitimately on the periphery and are supervised by mentor instructors are student teachers. ...
... Membership means building relationships that enable all the parties to learn from each other. Over time, members get involved in a variety of connections, and communities form around issues that are important to people [14,16,17,19]. ...
Teaching practice is crucial to preparing teachers for teacher education globally. Studies on open and distance learning (ODL) environments, in which collaboration and discussion play a crucial role, ought to inform the design of distance learning. They should also force a more in-depth examination of and interest in teaching practice in higher education. Learning is seen as a positive experience, whether entirely lecturer-room-based or distance-based. It is essential to combine theory and practice with efficient distance training as part of work-integrated learning. Consequently, this study aimed to determine the perceived classroom skills of ODL student teachers during the teaching practice sections associated with their Postgraduate Certificate in Education (PGCE) course. The objective of ascertaining the preparedness of ODL student teachers after their PGCE program carries substantial importance in guaranteeing the quality, efficiency, and influence of the education system by cultivating competent and well-equipped teachers. A qualitative research approach was used to gather, analyse, and interpret data. Fifteen (15) student teachers registered at a College of Education of an ODL organisation were invited to participate in the research voluntarily. In the light of the research findings, it is suggested that extra care be given to the collaboration between academic lecturers, mentor teachers and student teachers, as well as to the expectations and duties of these role-players.
... Segundo Fox (1997), nesta perspectiva há uma forte ligação entre aprendizagem e prática do trabalho. Lave e Wenger (1991) completam esta idéia afirmando que a aprendizagem situada trabalha explorando as relações concretas entre as pessoas, pois os aprendizes assimilam conhecimentos e adquirem habilidades à medida que participam, com outros profissionais, de uma comunidade. Observa-se, assim, uma forte e estreita relação entre a corrente da Aprendizagem Situada e as premissas na Aprendizagem na Ação. ...
... Dentre estas críticas salienta-se que a visão tradicional pauta-se por um processo de transferência de informação (Gherardi, Nicolini and Odella, 1998); determinando uma separação entre conhecer e fazer (Brown, Collins and Duguid, 1989). Como conseqüências, os conhecimentos são internalizados e questões concernentes às relações que o aprendiz estabelece com o mundo não são aprofundadas (Lave and Wenger, 1991). Brown, Collins e Duguid (1989) afirmam que "o conhecimento é situado, sendo um produto da atividade, do contexto e da cultura em que é desenvolvido" (p.32). ...
... A comunidade de prática pode ser entendida como uma agregação informal, definida não apenas por seus membros, mas pela forma como eles compartilham significados, interpretam situações e realizam atividades (Lave and Wenger, 1991). Através deste conceito pode-se compreender que o processo de transmissão do conhecimento tácito (informal) não está retido em uma estrutura cognitiva ou plano de ação, mas encontra-se nos costumes e nos hábitos sustentados coletivamente pelos membros de uma comunidade (Gherardi, Nicolini and Odella, 1998). ...
Realizando um breve resgate teórico, observa-se que as idéias construtivitas propostas por Vygotsky (1998) e Dewey (1971) de que o conhecimento é construído na relação entre os indivíduos e seu meio, tendo forte influência das experiências vivenciadas, deram origem a outras três vertentes importantes: a Aprendizagem pela Experiência, a Aprendizagem Auto-direcionada e a Aprendizagem Transformadora (Merriam and Caffarella, 1991). Em um esforço de síntese, pode-se sugerir que a Aprendizagem pela Experiência postula que a aprendizagem é resultado de processos de reflexão sobre experiências passadas; a Aprendizagem Auto-direcionada acredita que o próprio aprendiz deve assumir o controle sobre sua aprendizagem; e a Aprendizagem Transformadora pauta-se pela utilização da reflexão crítica como um instrumento para a mudança de perspectiva.
... La reciprocidad y la confianza están implicados en las investigaciones sobre comunidades de prácticas (Lave y Wenger, 1991). La reciprocidad de relaciones proporcionan oportunidades a los individuos para interactuar y aprender juntos, y se muestran como importantes en los sistemas educativos orientados al aprendizaje (Honing, 2008;Wenger, 1998). ...
... La reciprocidad de relaciones proporcionan oportunidades a los individuos para interactuar y aprender juntos, y se muestran como importantes en los sistemas educativos orientados al aprendizaje (Honing, 2008;Wenger, 1998). Estas relaciones de confianza y reciprocidad, pueden proporcionar la oportunidad de modificar y profundizar en modelos de interacción a través de procesos de aprendizaje necesarios para mejorar la práctica (Honig y Ikemoto, 2008;Lave y Wenger, 1991). A fin de cuentas, esta literatura sugieren que los actores que perciben relaciones de confianza con otra persona puede mantener relaciones recíprocas. ...
... Esta idea, sustentada en la investigación relacionada con las comunidades de práctica, sugiere que la oportunidad para interactuar y aprender juntos en comunidades recíprocas de relaciones, son importantes en los sistemas orientados hacia el aprendizaje (Honig, 2008;Wenger, 1998). Las relaciones proporcionan oportunidades para modificar y profundizar en modelos de interacción, los cuales pueden ser enseñados como parte del proceso de aprendizaje (Lave y Wenger, 1991). A pesar de que en The Trust fueron infrecuentes, sin embargo hubo determinados núcleos de alta confianza y de relaciones recíprocas. ...
Una serie de académicos han estudiado el contexto del distrito en el que se encuentran inmersos los centros educativos. Estos estudios sugieren la importancia de las oficinas municipales como apoyo o limitación del trabajo de los centros educativos ofreciendo estrategias para construir las relaciones entre los distritos y los líderes locales. Esta es una tarea importante y, sin embargo, frecuentemente se pasa por alto que las mejoras de los esfuerzos organizativos se construyen socialmente. Por ello, el análisis de las redes sociales y la confianza entre los líderes del distrito y de los centros educativos puede proporcionar una visión desde dentro respecto a los apoyos y limitaciones relacionados con la mejora. En este estudio de caso se utiliza una red social y datos sobre la confianza para explorar las mejores prácticas relacionadas con los líderes, en un distrito escolar de tamaño medio con bajo rendimiento. Los resultados sugieren unos lazos sociales de la red débiles, bajos niveles de confianza y una previsible relación entre la confianza y los intercambios recíprocos con las mejores prácticas relacionadas con la mejora.
... The overall goal of this project is to develop a set of social and technical tools that support the formation of an online community to engage students throughout their program in activities related to educational research across course boundaries. Grounded design is used to explore the psychological, pedagogical, technological, cultural, and pragmatic implications on a learning environment within the theoretical framework proposed by Communities of Practice (Lave & Wenger, 1991;Wenger, 1998). The design elements of the GRAIL learning environment currently under investigation are described. ...
... These five core foundations are aligned within theoretical and epistemological assumptions. Using grounded design we explore the implications on the design of the GRAIL environment when graduate study is considered to be an apprenticeship within a community of research practice (Lave & Wenger, 1991, Wenger, 1998. ...
... Graduate education, particularly at the doctoral level, is traditionally characterized as an apprenticeship in which students are learning the practice of research by working for and with faculty supervisors and other students. Lave and Wenger (1991) provide an analysis of learning in the context of apprenticeship that suggests that progressive learning occurs through various apprenticeship arrangements as a result of legitimate peripheral participation, and not simply through observation and reproduction. Legitimate peripheral participation, they assert, describes socially constructed learning in which newcomers participate in increasingly meaningful ways in the work of a community of practice along with more experienced and knowledgeable members. ...
p>Using grounded design this paper describes an online learning environment for graduate students in education called GRAIL (Graduate Researchers Academic Identity onLine). The overall goal of this project is to develop a set of social and technical tools that support the formation of an online community to engage students throughout their program in activities related to educational research across course boundaries. Grounded design is used to explore the psychological, pedagogical, technological, cultural, and pragmatic implications on a learning environment within the theoretical framework proposed by Communities of Practice (Lave & Wenger, 1991; Wenger, 1998). The design elements of the GRAIL learning environment currently under investigation are described. The presentation will detail key issues relating to design and learning that emerged during this first year of the project.</p
... They propose the concept of 'cognitive apprenticeship', in which students can observe, practice and acquire a robust understanding (Brown, Collins & Duguid, 1989). Researchers Lave & Wenger, 1991) stress the situated role of learning regarding the progressive acquisition and development of concepts through activity, context and culture, and social interaction. ...
... Over time and after sustained interaction, members will produce a shared repertoire of resources, such as experiences and artefacts (Wenger, 2011). Lave and Wenger (1991) propose that situated learning can occur within the frame of communities of practice through the mechanism of legitimate peripheral participation. ...
... Locating the development of digital skills at the micro and meso levels considers learning as both situated and social (Lave & Wenger, 1991). It is to do with how students learn and master digital technologies -how students interpret and communicate their representation of information and create new knowledge, both as individuals and as members of a community. ...
This research focuses on the digital practice among Chinese international students during the transition from undergraduate study to postgraduate, and how they refine their skills to adapt to digital practice in the UK at the level of master’s study. The research questions are: What are digital practices among Chinese international students during the transition from undergraduate study to master’s study? How have Chinese international postgraduate students’ digital skills developed during master’s study? How can Chinese international students be supported in enhancing their digital skills to adapt to learning in a UK university?
The research was conducted in a UK university, using mixed convergent design. The study took place during 2014-2016 academic year. Data sources include: survey with 409 postgraduate students; photographic journaling with 4 participants; mind map activities with 14 participants; semi-structured interviews with 30 participants; and observation with 4 participants.
The study found that participants had challenges in digital practice upon arrival; however, they are able to refine their skills to make adjustment. Students’ agency and reflective practice with social support are important factors for development of digital skills. However, there seems to be a disconnect between students’ use of digital technologies in their own time and those determined by institutions. With students bringing their own cultural scripts (e.g., their existing patterns of using technologies) to postgraduate study and appropriating digital technologies for their own use and students’ digital practice tends to be constrained by the context in which each student in situated. Students’ digital skills and issues ought to be better understood within a context. It is hoped that more research attention can be directed towards ‘bottom up’ research, to hear the student voice and to study students’ digital practices in day-to-day situations.
... To frame the investigation, this study considers the concept of scholarly practitioner as a key objective for identity development in the education doctorate, especially for programs affiliated with CPED. In addition, given the nature of social learning in the group consultancy, I chose Lave and Wenger's (1991) communities of practice (CoP) theory as a useful tool to investigate individual and professional identity change because it sees learning as "participation in the social world…[and] a process of becoming a member of a sustained community of practice" (Lave, 1991, p. 65). Participating in a CoP is a process of constructing identity as "we define who we are by ways we experience ourselves through participation" (Wenger, 1998, p. 145). ...
... As outlined before, the purpose of the consultancy is to initiate students into the practice of doing practitioner inquiry. Since the focus of this study is on identity change through that practice, it is worth exploring the process of acquiring knowledgeable inquiry skills (Lave & Wenger, 1991) as a way of becoming a member of the community of research practice that the program is trying to establish. For Lave and Wenger (1991), these are parts of the same process because learning is a means of gaining membership in a sustained CoP, a "social phenomenon constituted in the experienced, lived-in world, through legitimate peripheral participation in ongoing social practice" (Lave, 1991, p. 64). ...
... Since the focus of this study is on identity change through that practice, it is worth exploring the process of acquiring knowledgeable inquiry skills (Lave & Wenger, 1991) as a way of becoming a member of the community of research practice that the program is trying to establish. For Lave and Wenger (1991), these are parts of the same process because learning is a means of gaining membership in a sustained CoP, a "social phenomenon constituted in the experienced, lived-in world, through legitimate peripheral participation in ongoing social practice" (Lave, 1991, p. 64). ...
The last two decades have witnessed an ongoing effort to re-design the education doctorate to prepare practitioners to conduct research as a key aspect of their practice. As part of the reform, Carnegie Project on the Education Doctorate (CPED) members have tried to ensure the delivery of a relevant practice-based curriculum that prepares practitioners to respond to local needs. This article examines how one U.S. EdD program uses a practice-based pedagogy, called the Group Consultancy Project, to develop students as scholarly practitioners, that is, educational leaders who conduct research to enact positive societal changes. The analysis draws from final consultancy reports and from the responses of 11 students in three consultancy projects. By examining how students learned within the projects, the study reveals that the consultancy model cultivated communities of practice that moved students from a practice community toward a community of scholars and researchers.
... 2.3.5. • Learning is developing an identity as a member of a community of practice (Lave & Wenger, 1991). • Meaning is socially constructed through negotiation. ...
... Similarly, to Lave and Wenger (1991) "learning is an integral and inseparable aspect of social practice" (p. 31). ...
This chapter focuses on a review of the literature on the theories, frameworks, and approaches that inform teacher professional development in vocational education. We first define the scope of vocational education and teacher professional competencies in this introduction. This is followed by an exposition of theories, frameworks, and approaches on teacher professional competency development that contribute to teacher professional development in vocational education.
... Several relationships exist between social identity theory and this study's ndings. Initially, evaluating the roles of social groups in the identity construction of English as a second language (ESL) speakers can also support the concept of communities of practice (Lave & Wenger, 1991), which gives us the freedom to evaluate "achieved," "assigned," and "ascribed" identities (Kouritzin, 2016, pp. 4-5). ...
... In terms of language, the English-speaking world in which the international students resided and studied can be considered a community of practice. According to Lave and Wenger (1991), international speakers who are new in the American setting can interact with native English speakers in this community. Gradually, they proceeded toward full involvement and integration with Americans when their English pro ciency reached that of a native speaker. ...
Taking social identity theory approach, in this qualitative phenomenological study, researchers investigated how international graduate students from three Asian nations in the United States establish their language identities. The study employs informal interviews with six individuals, from three Asian nations, to inquire about the significance of their individual experiences as they relate to the formation of their linguistic identities. Semi-structured interviews were used to obtain this data since they allowed for an in-depth examination of the participants' experiences. Interviews were analyzed using inductive, thematic data analysis to determine overarching themes. Initial results show that learning a new language presents substantial obstacles for students studying abroad. These include difficulties with pronunciation, communication, and adjustment to culture. Taking language classes and making friends with local students prove to be significant identity-forming experiences. Identity and cultural adaptation are also shown to be influenced by American institutions, such as universities and their professors. The findings of this study can have important significance for institutions which may utilize them to improve the services they offer to international students and create a more welcoming and supportive atmosphere. The study acknowledges its own limitations, including a relatively small sample size and a narrow emphasis on language identity, indicating that more research is needed to investigate the role of language in the formation of international students' identities.
... In this IR, by applying theory to interpret data already collected and analysed by other parties, we will use theory inductively to formulate a new understanding and interpretation of the evidence already available. Several theories, such as experiential learning [31], transformative learning theory [32], situated learning theory [33] and social constructivist theory [34], inform learning in immersive SBE contexts, and will be drawn upon in the analysis of the findings in this IR to explore how and why in-person SLDs influence debriefing outcomes for groups of learners. ...
Background Facilitator-led debriefing is commonplace in simulation-based education and has been extensively researched. In contrast, self-led debriefing is an emerging field that may yet provide an effective alternative to well-established debriefing practices. The term 'self-led debriefing', however, is often used across a variety of heterogeneous practices in a range of contexts, leading to difficulties in expanding the evidence base for this practice. Evidence, specifically exploring in-person group self-led debriefings in the context of immersive simulation-based education, is yet to be appropriately synthesized. This protocol explains the rationale for conducting an integrative review of this topic whilst summarizing and critiquing the key steps of the process.
... It is transparent to observe that situated learning and socio-cultural theory are the two most frequently adopted social theories. Situated learning views learning as inseparable from social contexts and highlights the significant role of social interaction in learning (Lave & Wenger, 1991). Based on situated learning, learners are situated in such real-life scenarios or situations as a local community, home and workplace. ...
While studies of contextualized game-based language learning (CGBLL) have to date gained a growing scholarly interest, there is still a lack of systematic review synthesizing its research trends regarding theoretical foundations, learning contexts, research foci and findings. To address the gap, this study collected data from the Web of Science (WoS) and reviewed a total of 82 Social Science Citation Index (SSCI) articles pertaining to CGBLL based on the proposed inclusion and exclusion criteria. The results revealed that most CGBLL studies were based on social frameworks, including situated learning and socio-cultural theory. Most learning activities were carried out in a local community. Language skills and learner perceptions were the two main research foci. The results also revealed that CGBLL not only improved students' language performance and perceptions, but also promoted interaction and collaboration, knowledge transfer, autonomy and self-regulation, and higher-order thinking skills. In addition, technical issues, high cognitive load, difficult game tasks, the lack of user guide and explicit game instruction were the major challenges. Based on the results, implications have been made for teachers, designers, and researchers.
... Anteby, Chan and DiBenigno (2016) proposes three analytical lenses to better understand different aspects of a professions and distinguish between becoming av a member of a community, practicing professions as in doing and understanding the relationship between a profession at its surroundings as in relating. Lave and Wenger (1991) coined the term communities of practice (CoP) to describe how meaning is negotiated and reflected in the practices of groups of professionals. They describe learning as a social process taking place in a participation framework and structured by the tools available in specific situations. ...
This study explores how we can understand seafarers' continuous development of local work practice in the face of new technology and discusses potential safety implications. Maritime transportation is undergoing rapid developments within maritime autonomous surface vessels (MASS), remote-control, and resulting in increasingly "smart ships". Maritime professionals and communities will remain crucial in the safe operation of these systems; however, the seafarers must learn new roles and work practices simultaneously with major changes in the sociotechnical systems. It is necessary to consider the impact of new technology from a social perspective, as emerging safe work practice is a collective accomplishment rooted in the context of interaction, situated in a system of ongoing practices, and adapted or adopted through participation in a community. The paper is based on a qualitative study that includes interviews with crew and participant observation on six car ferries using state-of-the-art automated systems and battery-electric propulsion. The findings show that seafarers adapt their work and learning practices through their physical and virtual community of practices. The automated technology was applied in ways that were discrepant to "imagined" and can be seen as practical drift. We discuss how these adaptations were developed and the potential safety effects, as well how we can understand seafarers' social system considering the increasing technological development in maritime transportation.
... behaviourism, cognitivism, and constructivism; Wu et al. 2012). For example, according to the situated learning theory (Lave and Wenger 1991), learners learn better when they learn the content or the skill of interest in a context that is near the situation they need to perform in real-life -GBL facilitates situated learning. Similarly, GBL is supported by other theories such as learning by doing (Anzai and Simon 1979) which indicates people learn better when they do something rather than know how to do something. ...
Game-based learning researchers have been investigating various means to maximise learning in educational games. One promising venue in recent years has been the use of learning analytics in online game-based learning environments. However, little is known about how different elements of learning analytics (e.g. data types, techniques methods, and stakeholders) contribute to game-based learning practices within online learning environments. There is a need for a comprehensive review to bridge this gap. In this systematic review, we examined the related literature in five major international databases including Web of Science, Scopus, ERIC, IEEE, and compiled Proceedings of the International Conference on Learning Analytics and Knowledge. Twenty relevant publications were identified and analysed. The analysis was conducted using four core elements of learning analytics, namely the types of data that the system collects (what), the methods used for performing analytics (how), the reasons the system captures, analyzes, and reports data (why), and the recipients of the analytics (who). This study synthesises the existing literature, provides a conceptual framework as to how learning analytics can enhance online game-based learning practices in higher education, and sets the agenda for future research.
... Learning is based on the master and apprentice interaction, where the apprentice imitated the ways of the master until she could design her own artifact (Woods, 1999). Following socio-cognitive learning theories (Lave and Wenger, 1991;Vygotsky, 1978), design learning occurs by mimicking and adopting the professional design behaviors performed by tutors and peers during the interaction. This refers to the reflective and iterative generation of new ideas and design issues until a satisfying solution is developed (Schön, 1987). ...
... The framework draws on sociocultural and situated perspectives of learning mathematics (Brown, Collins & Duguid, 1989;Greeno, 1998) as a discursive activity (Forman, 1996) that involves participating in a community of practice (Lave & Wenger, 1991), and using multiple material, linguistic, and social resources (Greeno, 1998). Mathematical activity is assumed to involve not only individual mathematical knowledge but also collective mathematical practices and discourses. ...
This invited lecture summarized my work on language and learning mathematics. I described a theoretical framework for academic literacy in mathematics (Moschkovich, ABCDa, ABCDb) that can be used to analyze student contributions and design lessons. The presentation included a classroom example and recommendations for instruction that integrates attention to language. Although the example is from a bilingual classroom, the theoretical framing and the recommendations are relevant to all mathematics learners, including monolingual students learning to communicate mathematically.
... Positive experiences in terms of teacher professional identity construction during education practicum can promote student teachers' professional commitment, specifically, their belief in the value of the teaching profession (Hong, 2010;Zhao, 2013). Guided by a synthesized theoretical framework of activity theory, a community of practice, and positioning theory for understanding teacher professional identity construction (Davies & Harre, 1990;Engeström, 2015;Lave & Wenger, 1991), this case study examined teacher professional identity construction among student teachers at a normal university in China during their education practicum. ...
Moet Moet MYINT LAY, Eötvös Loránd University
Continuous Professional Development and Quality Teacher Education in
Myanmar
ABSTRACT
In the 21st-century, attention has been given to work, identity and professional development in
the education sector. The paper aims to explore an in-depth understanding of the continuous
professional development for teacher educators focusing on improving the teachers’ training
program in Myanmar. The qualitative method was conducted in this study through semi�structured interviews. First of all, professional development is continuous learning for teaching
careers. They need to be involved in different activities such as professional conversation,
lessons study, school visits, peer review, and in-school discussion. The second is not enough
resources. Especially, teachers do not have enough time, money, and technical resources to
study for their professional development. Third, teachers in Myanmar tend to have shorter
training days, and the shortage of training teachers, there is dissatisfaction with the current
teacher training programs. The development of the skills of teachers in education colleges
requires the implementation of adaptive and innovative teaching methods and academic
achievement. This study concludes with the practical implications recommending the urgent
need for CPD of teacher educators.
KEYWORDS: continuous professional development, teacher educator
... -Constructivist positions: stressing the self-generated and self-organized nature of knowledge by writing (Nelson, 2001). -Socialization theories: connecting writers with their communities (Carter et al., 2007) drawing on theories such as Lave and Wenger's (1991) Communities of Practice or Duff's (2010) language socialization into academic discourses approach. -Cognitive theories: focussing on mental processes (cf. ...
This chapter explores the relationship between writing and learning and reconsiders for the digital age some of the assumptions underpinning current conceptions of writing-to-learn and learning-to-write. We interrogate the mediating role of technology in connecting writing and learning. Our key argument is that through digitalization both writing and learning have transformed, resulting in many new kinds of interactions between them. In this chapter we focus on four new dimensions of the writing-learning nexus to exemplify and explore this constantly transforming relationship: (1) New spaces for writing and learning, (2) convergent trends in knowledge work, (3) collaborative learning/writing activities, and (4) the role of feedback and assessment. We conclude by looking to the future for some tentative predictions of how the relationship will develop as technology, writing, and learning continue to evolve. We explore how concepts such as creativity and critical thinking will remain as fundamentals of human activity within the digitally mediated relationship of writing and learning.
... Considering the perspective of educational sciences, the course provides an interesting line-up for so-called "situational learning" (Lave and Wenger 1991). This theory shifts the main focus from the teacher to the learner, who, first of all, has to negotiate the meaning of a learning situation. ...
... This does not involve outright rejection of the concept of the speech community, rather, it recognises the theoretical limitations of applying the concept to the subject of the present study. Developing on the initial iteration of the community of practice as defined by Lave and Wenger (1991), Eckert and McConnel-Ginet (1992) define a community of practice as: ...
The intelligibility of a mixed Korean-English phrase such as “how do I make oppa sarang me?” to a member of the global anglophone K-pop fandom is the result of dynamic and interactive processes of resemiotisation that are articulated on multiple levels. Traditional understandings of language mixing and language borrowing are no longer adequate to contextualise and understand the creative and ideological linguistic practices occurring in diverse online communities. Beyond word-for-word linguistic transfer of words frequently encountered in K-pop lyrics and Korean language media, the indexicality of certain Korean words is enhanced through the addition and subtraction of meanings as they are negotiated within a globalised fandom context.
This process of resemiotisation is a complex one, as transcultural K-pop fans operate within a cultural and linguistic convergence point in the K-pop fandom. This thesis uses three case studies of Korean cultural terms: oppa ‘older brother’, unni ‘older sister’, and skinship, to examine and evaluate how fans create meaning and ideology around the use of Korean words that carry cultural significance in Korean-speaking contexts. Much like the fans themselves, Korean cultural words now exist simultaneously in multiple semiotic contexts and using a corpus-based critical discourse analysis methodology, this thesis pays specific attention to how these words are interpreted and re-coded by English speaking fans. It will be argued that use of Korean cultural terms is read on a binary scale of ‘acceptable’ or ‘unacceptable’, mirroring intra-fandom discourse of the ‘normal’ or ‘abnormal’ fan. This thesis points to the idea that notions of authenticity, indexicality, and context inform the construction of ideology and discourse around the use of Korean cultural terms.
... Among educationalists, for example, it has undergone several significant and influential theoretical reconsiderations in recent decades. Collins et al. (1989) "cognitive apprenticeship" as well as Lave and Wenger's (1991) "legitimate peripheral participation" frameworks placed apprenticeship in a prominent position within the broader scholarly conversation on education generally. 2 Other significant research on apprenticeship includes works on craft apprenticeship (see Coy, 1989b;Marchand, 2008Marchand, , 2010aPortisch, 2010;Argenti, 2002) and the ubiquity of the apprenticeship approach (see Gowlland, 2014;Downey, 2010;Fuller & Unwin, 2011;Wacquant, 2005). ...
This case study examines Yanchar, Spackman, and Faulconer’s “Learning as Embodied Familiarization” (hereafter LAEF) framework in the case of a violinmaking apprenticeship. Its purpose is to critically examine each facet of the LAEF framework as manifest in the lived experience of both master and apprentice. While previous studies investigating this framework have used various qualitative and hermeneutic methodologies, none have done so from a prolonged, ethnographic perspective. This perspective comes from an immersive autoethnography in which I apprenticed under a master violinmaker in an informal, one-on-one workshop environment for six months working four to five days a week for three to four hours each day. By analyzing fieldnotes, interviews, artifacts and video recordings of work sessions, this article situates each facet of the LAEF framework in this lived experience of apprenticeship learning and explores its insights and limitations within this specific case. Findings show that LAEF provides a robust lens through which one may consider human learners as agents, meaningfully engaged in their own learning, where making deliberate choices when presented with unfamiliarity allows them to explore, gain experience, and become in the learning process.
... LTR texts provide learners with related English vocabulary, while current scenes in the location generate more ideas and writing content. Interacting with people and things in real-life situations leads to knowledge production and improves the reasoning aspect of EFL writing (Hwang et al., 2008;Lan, 2015;Lave & Wenger, 1991;Sun et al., 2015). Overall, LTR helps EFL writers to pick up main subjects and objects, generate more ideas and writing content, and improve reasoning in their writing. ...
Different recognitions become more mature and have been widely applied for EFL learning. Each recognition also has its specific features useful for EFL descriptive writing. The pictorial and verbal representations and current context found in image-to-text recognition (ITR), translated speech-to-text recognition (TSTR), and location-to-text recognition (LTR) respectively could be beneficial for EFL descriptive writing concerning enriching lexical language resources, developing writing ideas, and the others. This study investigated the influences of multiple recognitions and their affordances for EFL descriptive writing in authentic context learning via their generations and usages. An experiment had been conducted for twelve weeks in a vocational high school in Taiwan. Three tests, 1291 essays, and open-ended questionnaires were collected and analyzed. The results revealed that multiple recognitions in the context improve the reasoning, organization, communication, and convention aspects of EFL descriptive writing. Although the ITR affordance is less than TSTR, it significantly influences the appropriate vocabulary usage, the detailed content developments, and the various sentence elaboration of the writing. The TSTR affordance is better than the other recognitions because of its convenience for making more sentences; however, it does not immediately influence EFL descriptive writing. The LTR affordance is similar to ITR, and it can be useful for the usage of other recognitions concerning the direction of the general ideas, main subjects, and related objects addressed in the writing. Although the recognition accuracy needs to be improved, the integration of multiple recognitions has big potential and should be widely applied for EFL writing considering the affordances and significant influences.
... The concept of a community of practice is popularly attributed to Lave and Wenger in their seminal work on situated learning in 1991 [12]. Hoadley describes the development of the idea of a community of practice moving from a descriptive concept to a prescriptive one, with CoPs first being studied and understood and then built intentionally [13]. ...
Laboratory report writing instructional modules have been developed and refined using a community of practice (CoP) approach. Supported by the National Science Foundation Improving Undergraduate STEM Education initiative, researchers at three institutions have refined and reorganized a series of scaffolded laboratory writing modules based on the work of faculty and graduate students at a CoP meeting. This paper documents the process used at the CoP meeting where draft modules were made available and a model laboratory session was considered. Other published laboratory report writing resources were evaluated alongside the draft modules to determine areas of overlap and novelty and to ensure the completeness of the revised modules. The process of revising instructional modules was valuable for both the quality of the modules and the development of the community of practice.
The modules are now organized into two guides, published at http://engineeringlabwriting.org. An Instructor’s Guide to Engineering Lab Writing, targets instructors and provides model lab writing and data analysis learning outcomes for consideration when planning a laboratory session, as well as approaches for course organization and teaching to support lab writing outcomes. A library of lab report types and a model rubric for lab report scoring complete the instructor-oriented resource. A Student’s Guide to Engineering Lab Writing, supports students who are learning lab report writing for the first time or are advancing as technical writers. It is organized according to traditional lab report format and is aligned with the learning outcomes in the instructor modules. The content in the student-oriented modules is scaffolded to support continuous development. The modules are arranged in order of increasing cognitive difficulty, first addressing formatting conventions and arrangement, then section contents and methods of data analysis, and finally effective methods of interpretation, reasoning, and conclusion writing.
This paper demonstrates the mutually reinforcing nature of collaboratively developed instructional material and the growth of a community of practice. The CoP approach to structuring a meeting was effective for gathering targeted and relevant feedback in a short period of time as well as for developing the CoP itself. The instructional modules revised at the CoP meeting were significantly improved creating a sense of ownership and inclusion by those participating in the meeting. They are now publicly available to serve a growing community of practice focused on engineering lab writing.
... Estas práticas são então a propriedade de um tipo de comunidade criada ao longo do tempo por uma busca sustentada de um empreendimento compartilhado. Faz sentido, então, chamar este tipo de comunidade, de Comunidades de Práticas (WENGER, 1998, p. 45, tradução nossa) Desta maneira, o conceito de Comunidade de Prática (LAVE e WENGER, 1991;WENGER, 1998), mostra-se uma ferramenta pertinente para estudos e pesquisas relacionadas à formação de professores, sendo, assim, palco de cada vez mais pesquisadores em diversos países (RAMOS e MANRIQUE, 2015). Isto posto, as CoP têm se constituído como um espaço promissor para o desenvolvimento de pesquisas que procuram compreender as potencialidades para a aprendizagem e a formação de grupos com professores e/ou licenciandos (BELINE, 2012;NAGY, 2013, ENGELMAN et al., 2017. ...
Este artigo relata os caminhos para a construção e a validação de um instrumento de pesquisa que identifique a emergência de Comunidades de Prática (CoP) em ambientes de Educação Básica. Para tal, tem-se como percurso metodológico, pesquisas quali-quanti, com a confecção de questionários survey. A versão final do instrumento foi possível após validações, adaptações e testes de layout. Como resultado, obteve-se um questionário eletrônico com 32 itens de respostas em escala Likert e 1 questão dissertativa. Estas relacionam os quatro pilares fundamentais de uma CoP (engajamento mútuo, empreendimento conjunto, repertório compartilhado e senso de identidade e pertencimento) a oito espaços escolares constituídos por um coletivo docente. Após a aplicação online, em 2021, com professores atuantes na Educação Básica, o questionário viabilizou identificar efetivamente ambientes escolares longínquos da formação de uma CoP, que se aproximam desta e fortes constituidores de uma.
... Once the new knowledge is introduced, student-teachers are seeking cognitive equilibrium for their students to accommodate the knowledge (Dewey, 1938); 3) Facilitate the social construction of meanings using group work and stress the context and the 'situation': student-teachers are encouraged to design group work to facilitate their students' collaboration and cooperation. This kind of facilitation is not only a conceptual understanding of student-teachers, but allows them to implement it in authentic learning activities (Lave & Wenger, 1991); 4) Use active learning techniques: the importance of group work, social interaction and discussion is in enabling students to learn actively in formal or didactic ways; 5) ...
... Establish mentoring or coaching programs where experienced employees can provide guidance, support, and knowledge transfer to junior or new staff members. This promotes knowledge sharing, skills development, and the transfer of institutional knowledge (e.g., Lave & Wenger, 1991). ...
A robust knowledge management (KM) strategy is essential for effective onboarding of new employees. Organizational knowledge plays a crucial role in helping new employees learn their work tasks and should be readily available for training purposes. This study examines how a public organization in Norway implements its onboarding process and facilitates knowledge sharing with new employees. We investigated various KM initiatives established in the organization and explored how knowledge is transferred to benefit new employees. Additionally, we examined how organizational culture influences knowledge sharing performance. The empirical data comprises 20 interviews conducted in the information technology department of the organization. The findings reveal that new employees should first receive training on specific work tasks related to their roles in the organization. Early productivity was considered significant during the onboarding process, while an overload of general knowledge about the organization was perceived as overwhelming. The public organization under study is known for its strong job security, which has fostered a collaborative environment among employees with low competitiveness. This openness encourages knowledge sharing and willingness to collaborate, as employees are not worried about losing their positions. This also results in a low threshold for seeking assistance from experienced colleagues during the onboarding process. The evidence suggests that much of the knowledge gained by employees during their employment period is acquired through informal settings, where experienced employees share knowledge with newcomers through direct communication. Based on the findings, this study proposes practical recommendations for improving the onboarding process. Effective practices such as mentorships, new employee gatherings, and the existing technical graduate program should be maintained. Suggestions for further enhancing the onboarding process include: (1) designing a networking initiative that integrates new employees outside the graduate program; (2) tailoring the competence plan to the role of each employee; (3) improving the content of the intranet with information about role descriptions and responsibilities, making it easier to identify "who knows what" in the organization; and (4) defining the reasons for using collaboration tools more extensively. Implications for KM in onboarding processes are outlined.
... Indeed, Lave and Wenger (1991) do not see success or failure in learning through ID, but as participating in a specific situation where a certain amount of knowledge and practice is needed to become active participants in a community. Newcomers to a community are engaged in learning through contact with other newcomers and more knowledgeable members. ...
In this paper, I report on research about the experience of a group of English teachers who returned from the violent gang culture of Southern California to Mexico, seeking a means of changing their identities from gang members into productive, educated members of society. On returning to Mexico, the teachers had to negotiate their otherness and differences stemming from the customs and traditions they learned to perceive as normal. They learned to adapt to and blend the culture and values they had in Southern California with those of Mexico, using their English as capital to join a new community of practice, English Teaching. Through teaching they were able to gain cultural capital and bring meaning and purpose to their lives as they adapted and their identities changed through time and space. This paper offers insight into the struggle of transnational youth and how they adapt to different communities. This is especially important in a country like Mexico, where Mexican youth often grow up in the United States and have to come back to Mexico, a country they often do not feel they belong to. Resumen Este artículo investiga la experiencia de un grupo de profesores de inglés que han regresado de la cultura violenta de pandillas del sur de California a México, buscando un medio para cambiar sus identidades de pandilleros a miembros productivos y educados de la sociedad. Al regresar a México, los maestros tienen que negociar su alteridad y diferencias, derivadas de las costumbres y tradiciones que aprendieron a percibir como normales. Aprenden a adaptar y combinar la cultura y los valores que tenían en el sur de California con los de México, utilizando su inglés como capital para unirse a una nueva comunidad de práctica, los enseñantes del inglés. A través de la enseñanza, pudieron obtener capital cultural y aportar significado y propósito a sus vidas a medida que adoptaban y cambiaban sus identidades a través del tiempo y el espacio. Este documento ofrece información sobre la lucha de los jóvenes transnacionales y cómo se adaptan a las diferentes comunidades. En este sentido, existe una necesidad urgente de continuar la investigación para comprender cómo estas personas tienen éxito o fracasan en diferentes comunidades.
... Connectivity rises to what Castells calls "development of social spaces for virtual reality" (Castells, 2010: xxix). These digital social spaces, particularly digital platforms, not only connect people with similar values or interests based on the activity of sharing (Belk, 2010;Lave and Wenger, 1991), but they also become a central arena of collaboration and labor exchange as meta-organizations (Kretschmer et al., 2022, see Chen et al., 2022. The transience of digital platforms-their editability, openness, infinite expansibility, unstableness and granularity (see Kallinikos et al., 2013)-is thereby an important asset when it comes to, for instance, motivation for and coordination of volatile collaboration (Faraj et al., 2011;Garud et al., 2008). ...
The transience of digital platforms poses obstacles for platform workers to create stable meaning and identity in online work environments. Extant literature concerned with work-related identity discusses gig-workers coping with the erosion of organizational structures in online spaces through “personalized holding environments”. We add to this literature by illustrating how actors maintain and create digital platforms as collective environments with the capacity for meaningfulness and identity formation. To do so, we draw on Hannah Arendt’s distinction between human activities in labor (serves necessities), work (creates things), and action (provides identity and meaning). Empirically, we autoetnographically investigated two digital platforms reflecting two prevalent narratives of the future of platform work: a platform dedicated to creative collaboration in an online community (FAWM) and a platform associated with precarious microtasking in the gig economy (MTurk). In both cases, we find that labor activities are required to maintain a digital identity and a digital environment. In turn, work activities establish a digital environment in a state of consistency, without ever adding tangible permanence to the human artifice. Thereupon, while establishing the digital platform as a stable collective environment, collective action (e.g. community building) can be performed. Here, we finally argue, lies the future human condition of platform work: in the ongoing care and creation of stable collective environments in a digital space lacking permanence.
... A high score in Component 4 suggests that students assume an international profile and behave accordingly by using English as the means of interaction in group-work activities. This international ethos takes shape in the smaller 'communities of practice' (Lave & Wenger, 1991) in which participants engage. We believe this Component is particularly useful to conduct further research on students' sense of belonging to an international community of practice and on the links between policies of internationalisation and use of English. ...
... It can be said that the community is composed by half-experts on both sides: on the side of video creators, and on the side of viewers and commenters. The juxtaposition of the two sources of partial expertise provides an overall positive experience of Korean language learning through TikTok and YouTube as an evanescent community of practice (Lave & Wenger, 1991), contingent upon hashtags with no stable routines or sites of reunion, neither online or offline in contrast with Reddit communities (Isbell, 2018), fanfic communities (Sauro, 2019) or fan translation communities (Vazquez-Calvo, 2021). ...
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Online informal language learning has surged due to the growing
interaction on social networking sites, such as TikTok and YouTube. One vital interaction method is through comments, revealing insights into learner behaviors and thoughts. Concurrently, the Korean Wave has made Korean a sought-after language. This study examined comments under Korean language learning hashtags on TikTok and YouTube in English and Spanish. From 570 comments, three themes were discerned: (1) those oriented towards the video creator, (2) those focused on the community, and (3) those highlighting Korean language understanding. Findings indicate that these comments foster a supportive environment for sharing experiences and resources while addressing content inaccuracies or linguistic uncertainties. However, there was no interaction in Korean within these comments. Hence, while videos provide linguistic input, comments mainly facilitate metalinguistic reflection, but not a space for interactive Korean language use.
... [8][9][10] The theoretical framework that underpins PIF recognizes the importance of facilitating student engagement with communities of practice, emphasizing the social nature of learning. 11 This framework proposes that learning is a social activity which takes place in communities that are heavily influenced by history and culture, 12,13 and that full participation requires the achievement of community-determined standards of competence within the chosen domain (practice of medicine). 14 If PIF is to be a significant educational objective, robust assessment or indicators of its achievement should be established. ...
Objectives
The fundamental role of medical education is the transformation of students to doctors, through a process of education and professional identity formation (PIF), which can be informed by several educational, behavioural and emotional factors. PIF has been deemed to be of equal importance to the acquisition of clinical knowledge and skills and includes constructs such as professionalism, leadership and resilience. We aimed to assess professional identity formation, professionalism, leadership and resilience (PILLAR) in the junior years of medical school in the 2020/2021 academic year and illustrate the potential role of quantitative assessment to demonstrate progression in these areas. In this research, we provide the methods and baseline results for the PILLAR study.
Methods
We implemented a compulsory assessment in pre-clinical years of graduate entry and direct entry medicine at the Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland. Validated scales were used to assess students’ PILLAR. Descriptive and univariable statistical techniques were used to compare student scores between respective years.
Results
A total of 1311 students (92% response rate) provided their consent for research. For the psychometric scales, there were no evident trends among the years on these assessment measures. Results indicated significant differences in all measures, however, these did not correspond to ascending years of seniority.
Conclusion
The PILLAR methodology provides important information on the challenges of quantitatively assessing medical students in the four key areas of PIF, professionalism, leadership, and resilience. Our cross-sectional results point to cohort effects, without the expected progression per year in the cross-sectional data, or suggest that the chosen quantitative measures may be problematic for these constructs in pre-clinical students. Therefore, while we believe that PILLAR has potential as a progress test for these constructs, this will only truly be elucidated by repeated measures of each cohort over time.
... Consistent with a situated view of learning [10], most interdisciplinary graduate programs seek to not only provide students with the skills that support interdisciplinary collaboration, but also those that help students develop professional identities that incorporate interdisciplinary work. As students engage with others in an interdisciplinary research education community, they learn and negotiate professional norms, idealized images of professions, and the professional recognition of significant others [11][12] [13] that impact their abilities to see themselves as interdisciplinary scholars. ...
In light of the grand challenges and big ideas associated with the next generation of research, interdisciplinary graduate programs are on the rise. These programs are seeking to prepare the future professoriate with the ability to span and collaborate across disciplines, knowing that existing disciplinary programs do not always provide these professional development skills outside of more traditional expertise, particularly in STEM. Prior research has elucidated key barriers to the success of these interdisciplinary programs in terms of sustainability and academic excellence over time, highlighting the siloed nature of universities, conflicting policies and expectations across disciplines, as well as resourcing challenges (Welch-Devine et al., 2018). But, efforts tend to take a quantitative approach, usually focusing on educators’ perspectives on student development and research output and graduation rates as markers for success alone. As such, student voices tend to be left out, and whether these interdisciplinary graduate programs are enabling students to transition to interdisciplinary career research is a question left unaddressed.
... Social and spatial (socio-spatial) learning can be defined as an integrative approach that combines aspects of both social and spatial learning. It is a holistic process of learning that occurs through the interaction of individuals with each other and their surrounding environment (Bandura & Walters, 1977;Lefebvre & Nicholson-Smith, 1991;Lave & Wenger, 1991). Specifically, socio-spatial learning in co-located collaborative spaces provides an irreplaceable opportunity for students to practise and develop essential procedural and collaboration skills where they need to interact with each other (social aspects) and utilize different learning resources and spaces (spatial aspects) to achieve a shared goal (Ioannou et al., 2019). ...
Socio-spatial learning analytics (SSLA) is an emerging area within learning analytics research that seeks to un-cover valuable educational insights from individuals’ social and spatial data traces. These traces are capturedautomatically through sensing technologies in physical learning spaces, and the research is commonly based onthe theoretical foundations of social constructivism and cultural anthropology. With its growing empirical basis, asystematic literature review is timely in order to provide educational researchers and practitioners with a detailedsummary of the emerging works and the opportunities enabled by SSLA. This paper presents a systematic review of25 peer-reviewed articles on SSLA published between 2011 and 2023. Descriptive, network, and thematic analyseswere conducted to identify the citation networks, essential components, opportunities, and challenges enabled bySSLA. The findings illustrated that SSLA provides the opportunity to (1) contribute unobtrusive and unsupervisedresearch methodologies, (2) support educators’ classroom orchestration through visualizations, (3) support learnerreflection with continuous and reliable evidence, (4) develop novel theories about social and collaborative learning,and (5) empower educational stakeholders with the quantitative data to evaluate different learning spaces. Thesefindings could support learning analytics and educational technology scholars and practitioners to better understandand utilize SSLA to support future educational research and practice.
... Work-like learning can be called situated learning (Lave and Wenger, 1991). Situated learning is a theory that explains how an individual learns skills and how they are to take part in a community of practice by legitimate peripheral participation in a work environment. ...
In this paper we investigate how it is to have supervision during a course when the students are to learn to write and compose music during a 12-hour music camps. It is a study that is close to practice as the part of the programme is about the students are to experience how it is to work on producing and developing music in a work life. The connection to work life require that the students establish an understanding of the purpose of the music camps and why they are organized the way they are. We will analyse this approach in the light of the communication principles of Habermas. The role of the supervisor does in a Norwegian setting require equality and symmetry in the relation between the supervisor and student, something that contributes to a psychological safety in the situation. This in turn contribute towards the students being able to forward their own points of views. The supervisors seek to make the students reach an awareness regarding what they will encounter in a work life. Hence, they encounter the concrete situations that occur and either steer or support the students based on their level of maturity and competency level. This can be regarded as an ongoing interaction regarding tacit and explicit knowledge. These are processes that not only support individual learning, but development of new knowledge which can be incorporated in the further development of the music camps. We have developed a conceptual model that has guided us in our analysis which is based on the qualitative investigations we have undertaken. Our conclusion is that the lecturers experience and skills, and work-like approach to the education strongly contribute towards facilitating a way of communicating that imply a sense of equality and symmetry in the communication between the student and lecturers, something they report contribute to a psychological safety that enables the learning not only of theory and skills, but also prepare them for a work-life.
... Working together with a common interest may also resemble working as a Community of Practice (Lave and Wenger, 1991). Being able to draw on each other's experiences and knowledge as well as practicing situated learning provide the learners (here: the lecturers) with a knowledge sharing opportunity. ...
Working in Communities of Practice (CoP) when developing student support in courses, may also have an impact on the academic learning. In CoP’s scholars can meet up to discuss, solve issues and develop new solutions. It is an arena for reflection on action, retrospective reflection and for meta-learning. In this paper we will present how two lecturers have co-developed knowledge through knowledge sharing, discussions and projects with students. The two lecturers have different background regarding education teaches within the same main area; organizational theory and development, and Knowledge Management. By sharing tacit and explicit knowledge when co-developing support for students learning, their own reflections support our learning process. Through reflection before action when developing the initiatives that we want to test out on students, reflecting in action when we deploy the initiatives, reflect on action when we evaluate the initiatives and reflect retrospectively together longer after deploying the initiative, we learn and develop not only as academics but also as reflective practitioners. This is also what we want for our students. Through several years we have developed the courses in the study programme of Knowledge Management at the Inland Norway University of Applied Sciences, Norway. The development has exclusively been to support students learning outcome and work relevance of the different courses. The latest initiative is about video-feedback and how this can support the students enhanced learning outcome. We are investigating what the students claim will provide them with yet another tool for learning and that will improve their academic skills. Through the process of working with this project and utilizing our knowledge of the different ways of reflection, knowledge sharing, cooperation and collaboration, we have learned from the project and our process. Hence, our meta-learning may also benefit our students as we as reflective practitioners can help our students become reflective practitioners, too.
... The boundary object model explains how collaboration between different actors from different social worlds can maintain the uniqueness of each community of practice (Lave and Wenger 1991). A boundary object can be an artefact or technique but also an inanimate thing, such as an idea, process, or concept, as long it allows for multiple interpretations. ...
This article explores the complex challenges of co-designing an AI- and learning analytics (LA)-integrated learning management system (LMS). While co-design has been proposed as a human-centred design approach for scaling AI and LA adoption, our understanding of how these design processes play out in real-life settings remains limited. This study is based on ethnographic fieldwork in primary and secondary schools and employs a relational materialist approach to trace, visualise, and analyse the increasingly complex and transformative relations between a growing number of actors. The findings shed light on the intricate ecosystem in which AI and LA are being introduced and on the marketisation of K-12 education. Instead of following a rational and sequential approach that can be easily executed, the co-design process emerged as a series of events, shifting from solely generating ideas with teachers to integrating and commercialising the LMS into a school market with an already high prevalence of educational technology (EdTech). AI and LA in education, co-design and data-driven schooling served as negotiating ideas, boundary objects, which maintained connectivity between actors, despite limited AI and LA implementation and the development of a stand-alone app. Even though teachers and students were actively involved in the design decisions, the co-design process did not lead to extensive adoption of the LMS nor did it sufficiently address the ethical issues related to the unrestricted collection of student data.
The chapter draws on theories that respect and engage student agency and current theories of language and literacy in fostering agentive language teaching and learning for good language education programs and linguistic, educational, and social transformations. Building on the theoretical approach of engaged ethnography, the chapter reports on a study that positions and cultivates student agency in an English classroom with 27 high school students in a mountainous area in Vietnam. The results indicate ample benefits of capitalizing on student agency. Students were provided an empowering cornerstone to reinvent their sense of self as responsible, critical, and resilient individuals. The study calls for respecting and cultivating student agency as an effective pedagogical tool for meaningful language learning and social activism, all of which foster positive individual and social transformations.
Introduction . Writing for publication has been developed for two last decades as an independent field of research to help authors publish their research articles. Starting from the assessment that preparing the publication in a journal is an academic activity that requires learning to construct the author’s positioning in the manuscript, this paper points out the shortage of professionals to assume institutional organisation of training courses in Russia.
Aim. This paper aims to suggest a framework for informal practices based on autonomy and the collective organisation of authors to construct an authorial position in the manuscript or author’s agency toward a target journal.
Methodology and research methods . Various approaches applied in this paper are based on activity theory: situated learning, Change Laboratory, and expansive learning.
A review of Russian and foreign research in writing for publication shows that only one of the three types of authorial agency, that is, transformative agency, might help the author to prepare a manuscript for publication in a target journal. The framework needed for emerging author’s transformative agency re-conceptualises the model of the Change Laboratory for situated learning that aims at the author’s socialisation in the discursive practices of a target journal. Situated learning for writing for publication is based on the principles of the Change Laboratory: collectivity; double stimulation; overcoming the contradiction by ascending from the abstract to the concrete.
Results. A framework for three cycles of expansive learning aimed at the emergence of the author’s agency toward a target journal has been developed. The first cycle allows selecting a journal and revealing its implicit rules for manuscript production. The second cycle is focused on step-by-step manuscript revisions. Finally, a change of journal and/or author whose manuscript is discussed involves the third cycle of expansive learning.
Scientific novelty . The paper considers manuscript production for publishing in a journal as an academic activity requiring deliberate training in native and foreign languages. The framework for three cycles of expansive learning in writing for publication conceptualises the publication as the author’s participation in social practices involving the journal as a discursive community.
Practical significance . The framework suggested in this paper for emerging transformative agency in writing for publication might imply an alternative to the institutional training courses. Three cycles of expansive learning aim to develop the author’s publication competence and improve the quality of research articles.
When designing for reflection, individual and social contexts of the users are central to successful outcomes. Based on our experiences with designing educational chatbots as reflective learning interventions for apprentices, we discuss how to tailor the artefact for the shared needs of a group, and consideration of social and technical aspects when embedding reflection in ongoing practice. An educational chatbot takes on a persona that should be motivating and engaging for learners, as well as trigger productive thought processes. Therefore, it must fit the context, speak as if it belongs and be an overall appealing conversation partner to its target user group. Our design cycles involved target end users and end user representatives/domain experts in the following ways: questionnaires and guided interviews, collaborative design (wording, adaptive turns data base for the agent), formal and informal feedback, data from experimental field studies, and eventually, embedding the chatbot into the apprentices' work and learning practice.
In this paper, I research the experience of a group of English teachers who have returned from the United States to Mexico. On returning to Mexico, the teachers have to negotiate their other-ness and differences, stemming from the customs and traditions they learned to perceive as normal. Because they are Mexican or of Mexican heritage, they are expected to understand the cultural norms which they did not, leading to a sense of isolation and loneliness However as time passed their English language fluency became an asset, rather than being a barrier to social acceptance, it served as meaning to become useful and respected in the role of an English teacher. Through teaching, they were able to gain cultural capital and bring meaning and purpose to their lives as they adopted and their identities changed through time and space. This paper offers insight into the struggle of transnational youth and how they adapt to different communities. In this regard, there is urgent need to continue research to understand how these people succeed or fail in different communities.
High-quality supervision is crucial for doctoral researchers’ progression, attrition rates, well-being, and experience of their doctoral journeys. New requirements in higher education have actualised the professional development of doctoral supervisors’ praxis, both as an institutional responsibility and academic field. However, there is a lack of literature exploring doctoral supervisors’ perspectives on professional development. This paper explores what doctoral supervisors find essential for their professional development when attending a mandatory programme for doctoral supervisors. Drawing on a longitudinal case study on the professional development of supervisors, five core aspects essential for the professional development of doctoral supervisors’ praxis are identified: institutional responsibility and support; transformational learning; building a broader repertoire of approaches to supervision; learning to balance complexity, and interaction and identity formation within supervisors’ communities. Based on these findings, a set of institutional recommendations for the professional development of doctoral is suggested.
The current study provides an in-depth investigation of critical factors of successful inter- organisational collaboration involving upper secondary schools, vocational communities situated at department levels, and labour market partners in the school’s local environment. The research question that has guided the study is: What are the organisational characteristics of schools and subject departments which are well-performing in terms of a high degree of student completion in vocational education and training? The concept of ‘organisational characteristic’ refers to structures, roles and institutionalised patterns of collaboration involving school teachers, school leaders and labour market partners. The study is designed as a single case study encompassing two units of analysis, embracing school and department levels in their interactions with partners in the labour market. The findings of the study highlight the importance of collaborative learning through the creation and development of specific organisational routines directed towards the core practices of vocational didactics. Moreover, the findings underscore the process of local adaptation activated at the subject- department level and directed towards corresponding businesses and relevant parts of the public sector. Implications for further research and practice are discussed.
Este trabalho teórico discute o processo de formação de conceitos em relação às atividades que o sustenta; em particular, destacamos as atividades de ensino-aprendizagem no cotidiano e na escola. Seguindo uma perspectiva vygotskiana, esses contextos são descritos por meio das categorias de volição e conscientização dos sujeitos na atividade. Além disso, avançamos na reflexão para além dos processos subjetivos ao propor as categorias de supervisão e institucionalização para tratar dos aspectos coletivos que moldam as atividades de diferentes contextos. A discussão teórica é ilustrada por meio de uma revisão sobre o desenvolvimento do conceito de Lua em algumas atividades humanas ao longo da história (que chamamos de selva), e, depois, sobre como o conceito é apresentado na escola (domesticado). Relacionamos essa dicotomia entre selva e domesticação com o encapsulamento escolar e analisamos uma sequência didática cujo objetivo era o enriquecimento das práticas para superação e articulação entre os contextos cotidiano e escola.
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