Communities of Practice and Legitimate Peripheral Participation: A Literature Review

2017 ◽  
Vol 36 (3) ◽  
pp. 38-43 ◽  
Author(s):  
Erin J. Zaffini
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Situated Learning ◽  
Community Change ◽  
Music Educators ◽  
Empirical Literature ◽  
Legitimate Peripheral Participation ◽  
Decision Making Processes ◽  
Peripheral Participation ◽  
Novice Educators

This article is a review of theoretical and empirical literature on Wenger’s community of practice (CoP) theory and Lave and Wenger’s legitimate peripheral participation. It is organized into four broad parts: (a) Characteristics of CoPs in Music Communities, Education, and Teacher Education; (b) Benefits and Challenges Faced by Members of CoPs; (c) Situated Learning: Legitimate Peripheral Participation; and (d) Implications for Music Education. The theories posit that individuals within a CoP learn through social interaction, inform one’s identity development, and that participation and practice within a community change over time. Implications include (a) novice music educators may want to have access to multiple music mentors, (b) veteran music educators may want to be open to novice educators’ ideas and actively recruit new teachers who bring different experiences and perspectives into the field, and (c) music educators may want to allow all music educators into decision-making processes within their districts.

Trans Voices Speak: Suggestions from Trans Educators about Working with Trans Students

2021 ◽  
Vol 108 (1) ◽  
pp. 50-56
Author(s):  
Christopher Cayari ◽  
Felix A. Graham ◽  
Emma Joy Jampole ◽  
Jared O’Leary
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Music Educators ◽  
Gender Nonconforming ◽  
The Past ◽  
Music Making ◽  
Trans People ◽  
The Social ◽  
And Gender ◽  
Music Classrooms

The social climate in the past decade has seen a rise in visibility of trans students in music classrooms and ensembles, leading to a need for scholarship on how to serve this growing population. Literature is being published to address this topic; however, the lack of scholarship by trans educators might lead many music educators to conclusions and practices that can be, at the very least, discouraging to some trans students and may disrupt their learning experiences. This article was written by four educators who identify as part of the trans community (a genderfluid and gender-nonconforming individual, a trans man, a trans woman, and a gender-nonbinary person) to fill this gap in the literature by illuminating some of the pitfalls inherent in the lack of discussion on (and by) trans people in music education. In addition, this article provides five actionable suggestions for working with trans students: (1) Learn about the trans community, (2) inspect your language and biases, (3) represent the diversity of trans people in your teaching, (4) promote healthy music-making and identity development, and (5) model allyship.

“Everybody has something”: One teacher’s beliefs about musical ability and their connection to teaching practice and classroom culture

2018 ◽  
Vol 41 (2) ◽  
pp. 189-205 ◽  
Author(s):  
Heather Nelson Shouldice
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Music Educators ◽  
Classroom Culture ◽  
Musical Ability ◽  
Musical Achievement ◽  
Teacher's Beliefs ◽  
The Impact

The purpose of this case study was to explore one elementary music teacher’s beliefs about the nature of musical ability and the ways in which these beliefs relate to actions and lived experiences in the classroom. Data included extensive classroom observations documented through fieldnotes and video footage, semi-structured interviews, teacher journal entries, teaching artifacts, and researcher memos. Three themes emerged from the data: (a) enabling success for all; (b) power of the learning environment; and (c) encouraging lifelong engagement with music. The findings of this study suggest that music educators’ beliefs about students’ musical abilities relate to their actions in the music classroom, their interactions with students, and their beliefs about the purpose of music education. Music educators should reflect on their beliefs, the ways in which they relate to teaching practice, and the impact they may have on students’ musical achievement and musical identity development. Additionally, music teacher educators should consider the role they might play in helping pre-service as well as in-service music teachers examine and possibly reshape their beliefs about music teaching and learning.

scholarly journals Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’

2014 ◽  
Vol 7 (1) ◽  
pp. 98-105 ◽  
Author(s):  
Ann-Marie Young ◽  
Ann MacPhail
Keyword(s):  
Physical Education ◽  
Professional Identity ◽  
Professional Learning ◽  
Situated Learning ◽  
Cooperating Teachers ◽  
Legitimate Peripheral Participation ◽  
Learning Trajectories ◽  
Supervision Process ◽  
School Placement ◽  
Peripheral Participation

This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.

Facilitating Legitimate Peripheral Participation for Student Sign Language Interpreters in Medical Settings

2020 ◽  
pp. 355-374
Author(s):  
Christopher Stone ◽  
Thaïsa Hughes
Keyword(s):  
Sign Language ◽  
Situated Learning ◽  
Clinical Skills ◽  
Legitimate Peripheral Participation ◽  
Learning Context ◽  
Community Members ◽  
Skills Lab ◽  
Medical Interpreting ◽  
Peripheral Participation ◽  
Communicative Actions

The chapter explores student interpreters' learning of medical interpreting within a situated learning context that necessarily includes senior interpreters, senior healthcare practitioners, and deaf community members. Learning within this community of practice exposes students to the multimodal nature of sign-language interpreter-mediated interaction, including co-speech and no-speech gestures, linguistic and non-linguistic communicative actions, and the use of environmental tools and the situated use of language and interaction. Situated learning within the clinical-skills lab enables legitimate peripheral participation that closely emulates the authentic interpreting task. Data from roleplays based on a clinical-skills lab are analysed and examples are identified to show that student interpreters are driven by notions of language, rather than communication fidelity. The multimodal nature of the interaction within the situated learning environment facilitates the students' exposure to and learning of situationally driven interpreting choices.

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