scholarly journals ‘Sitting alone in the staffroom contemplating my future’: communities of practice, legitimate peripheral participation and student teachers’ experiences of problematic school placements as guests

2015 ◽  
Vol 46 (4) ◽  
pp. 533-551 ◽  
Author(s):  
David H. Johnston
Keyword(s):  
Communities Of Practice ◽  
Student Teachers ◽  
Legitimate Peripheral Participation ◽  
Teachers Experiences ◽  
Peripheral Participation

scholarly journals Central practitioners’ developing legitimate peripheral participation in a community of practice for changing schools

2015 ◽  
Vol 31 (2) ◽  
Author(s):  
David Woo
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
New Technologies ◽  
Conflicts Of Interest ◽  
Legitimate Peripheral Participation ◽  
Font Size ◽  
Study Approach ◽  
Peripheral Participation ◽  
Organisational Factors

<span style="font-family: Times New Roman; font-size: small;"> </span><p>As new technologies continue to shape society, there has been a greater need for communities of practice to facilitate changing teaching and learning practices through technology in schools. Legitimate peripheral participation through these communities of practice has become an essential means to spread and support this technology integration movement, but understanding this participation in communities has been limited. This paper reports on a study of how central practitioners developed legitimate peripheral participation episodes in an inter-organisational, international community of practice. It describes the qualitative, case study approach to the study, and outlines the community of practice, its central practitioners and the legitimate peripheral participation episodes in which they participated. The paper presents and discusses essential central practitioner individual and organisational factors which enabled the continuity and change of legitimate peripheral participation episodes in the community. Individual factors to emerge from the study include central practitioners’ desire for continuous professional development and individual agency. Organisational factors include an organisation’s distinctive mission, its distinctive roles, and constant negotiation, including conflicts of interest, between organisations and their members. The paper concludes with considerations of the value and relevance of legitimate peripheral participation in an inter-organisational community of practice for changing practices.</p><p class="MsoNormal" style="margin: 0in 28.35pt 0pt; line-height: normal;"> </p><span style="font-family: Times New Roman; font-size: small;"> </span>

scholarly journals Successful talent development environments in female Scandinavian Handball

2020 ◽  
Vol 2 ◽  
pp. 16-25
Author(s):  
Louise Kamuk Storm ◽  
Mette Krogh Christensen ◽  
Lars Tore Ronglan
Keyword(s):  
Social Learning ◽  
Communities Of Practice ◽  
Social Interactions ◽  
Talent Development ◽  
Legitimate Peripheral Participation ◽  
The Social ◽  
Peripheral Participation ◽  
The Way

Talent development is a sociocultural affair. The social learning perspective is rarely used for the study of talent development in sport, although it is broadly known in the domain of education. This article examines the way in which communities of practice are connected within two exceptional successful talent development environments, what characterises talents’ movements across communities of practice within the club, and what characterises the interactions between talents, senior players and coaches. Drawing on Wenger’s notion of communities of practice, constellations of interconnected practices and boundary encounters, it identifies how the two environments were characterised by (1) a well-functioning constellation of several CoPs, (2) opportunities for talents to participate and engage in various CoPs (3), individually adjusted feedback from coach to player combined with communication between the players with different positions in the CoPs and not only coach instructions, and (4) senior elite players’ engaging behaviours in regard to newcomers in the boundary encounters and thereby legitimate peripheral participation opportunities for talented players. (5) The coaches were the key to coordinate the interconnected practices and social interactions between the ‘youth CoP’ and ‘senior elite CoP’.

Independent Animation, Rotoshop and Communities of Practice: As Seen Through A Scanner Darkly

Animation ◽  
2011 ◽  
Vol 7 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Paul Ward
Keyword(s):  
Communities Of Practice ◽  
Division Of Labour ◽  
Interesting Case ◽  
Legitimate Peripheral Participation ◽  
Production History ◽  
History Of ◽  
Peripheral Participation

The article examines a particular instance of animation practice through a reading of how Bob Sabiston’s Rotoshop software was used in the 2006 film A Scanner Darkly. By discussing the notions of ‘communities of practice’ and ‘legitimate peripheral participation’, and contextualizing the film in relation to different modes of working, the author excavates the ways in which a range of people came to work on the project. Moreover, he outlines some of the production history of the film to argue that certain assumptions and expectations about accepted working practice point to wider perceptions of ‘independent’ and ‘studio’ animation. Questions of division of labour and standardization, and how they relate to creativity, autonomy and animation production will be addressed; Rotoshop’s position in the history of animation forms an interesting case study for interrogating these issues.

scholarly journals Legitimate Peripheral Participation and Teacher Identity Formation Among Preservice Teachers in TESOL Practicums

2018 ◽  
Vol 7 (1) ◽  
pp. 64 ◽  
Author(s):  
Cheng-hua Hsiao
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teachers ◽  
Teacher Identity ◽  
Educational Institutions ◽  
Legitimate Peripheral Participation ◽  
Teacher Identity Formation ◽  
National University ◽  
Early Influence ◽  
Peripheral Participation

Teacher identity has been an important issue in teacher education because teacher identity influences teachers’professional development. However, little has been explored in preservice teachers’ identity formation within theEFL context of language teaching. In this study, the early influence on EFL student teachers’ identity formation inpracticums was studied from the perspective of legitimate peripheral participation (Lave & Wenger, 1991). Tenparticipants enrolled in the practicum courses of the four educational institutions, organized by the Englishdepartment of a national university in northern Taiwan. The frameworks of the practicums at each school wereanalyzed and the results for each case study revealed contextual factors that support and weaken teachers’professional identities. Three features were identified in the student teachers’ identity formation: (1) a hybrid spacebetween formal teachers and student teachers, (2) adhering to the institutions’ demands-progressing from theperiphery to the center, and (3) struggling teacher identity. Based on the findings, relevant pedagogical implicationsare discussed to help L2 preservice teachers achieve success in practicums.

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