The University of Southampton
University of Southampton Institutional Repository

The student teacher and the school community of practice: an exploration of the contribution of the legitimate peripheral participant

The student teacher and the school community of practice: an exploration of the contribution of the legitimate peripheral participant
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 ‘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.
0013-1911
145-160
Woodgate-Jones, Alexandra
c4bba3f5-5e94-4a55-937b-b5c4028d15e2
Woodgate-Jones, Alexandra
c4bba3f5-5e94-4a55-937b-b5c4028d15e2

Woodgate-Jones, Alexandra (2012) The student teacher and the school community of practice: an exploration of the contribution of the legitimate peripheral participant. Educational Review, 64 (2), 145-160. (doi:10.1080/00131911.2011.590180).

Record type: Article

Abstract

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.

Text
the_student_teacher_and_the_school_community_of_practice.pdf - Version of Record
Restricted to Repository staff only
Request a copy

More information

Published date: May 2012

Identifiers

Local EPrints ID: 339859
URI: http://eprints.soton.ac.uk/id/eprint/339859
ISSN: 0013-1911
PURE UUID: 161b961f-66ab-4e23-be91-8b929afca8a7
ORCID for Alexandra Woodgate-Jones: ORCID iD orcid.org/0000-0003-0564-4510

Catalogue record

Date deposited: 31 May 2012 13:50
Last modified: 15 Mar 2024 03:16

Export record

Altmetrics

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×