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

Record type: Article

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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Citation

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), pp. 145-160. (doi:10.1080/00131911.2011.590180).

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

Catalogue record

Date deposited: 31 May 2012 13:50
Last modified: 18 Jul 2017 05:51

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