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.
145-160
Woodgate-Jones, Alexandra
c4bba3f5-5e94-4a55-937b-b5c4028d15e2
May 2012
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), .
(doi:10.1080/00131911.2011.590180).
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.
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Published date: May 2012
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Local EPrints ID: 339859
URI: http://eprints.soton.ac.uk/id/eprint/339859
ISSN: 0013-1911
PURE UUID: 161b961f-66ab-4e23-be91-8b929afca8a7
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Date deposited: 31 May 2012 13:50
Last modified: 15 Mar 2024 03:16
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