By Jacquie McDonald, Aileen Cater-Steel
In this ebook approximately groups of perform within the overseas, larger schooling region, the authors articulate the theoretical foundations of groups of perform (CoPs), study into their software in better schooling, management roles and the way police officers maintain and help specialist studying. study demonstrates that groups of perform construct specialist and private hyperlinks either inside and throughout college, pupil companies and administrative and help devices. This booklet describes how group of perform participants might be bodily co-located and the way social media can be utilized to attach participants throughout geographically varied destinations. It positions better schooling groups of perform in the broader group of perform and social studying literature, and articulates the significance of neighborhood of perform management roles, and the starting to be concentrate on using social media for group of perform implementation. The a number of views offer better schooling leaders, educational employees with the potential to set up, or give some thought to latest police officers, through sharing insights and significant reflections on their implementation thoughts, useful instructions and concepts on how group of practice’s theoretical underpinnings may be adapted to the better schooling context.
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Extra resources for Communities of Practice: Facilitating Social Learning in Higher Education
This is developed in more detail in Wenger-Trayner’s (2014) more recent writings on the landscape of practice that will be discussed later in this chapter. 4 Three Deﬁning Features of Communities of Practice Whilst Wenger and Lave’s (1991) earlier work focused primarily on how a learner moves into a community, from legitimate peripheral participation to full membership, Wenger’s later work in 1998, Communities of Practice: Learning, Meaning and Identity, gave signiﬁcantly more prominence to the deﬁning features of a CoP.
1 What Is a Community of Practice? 5 13 Further Developments Wenger’s earlier writing and research essentially considered CoPs in terms of legitimate peripheral participation in a relatively unstructured social environment, where participants shared a ﬁeld of practice. There was no explicit suggestion, at this stage, that there was either any formal leadership in the group, nor any talk of boundaries or how a CoP might relate to other CoPs in a participant’s professional life. However, Wenger’s later writings (1998, 2000, 2002, 2006, 2012a, b) and Wenger-Trayner‘s writings and website (2014),6 move beyond this.
Bernadette Mercieca teaches at the Xavier College, Melbourne, and is the e-learning coordinator for the Senior Campus. She is also a sessional tutor/lecturer for pre-service teachers at Australian Catholic University. D. candidate at the University of Southern Queensland who is researching the value that communities of practice might have for the professional learning of early-career secondary teachers. Dr. Amanda Mergler is a Lecturer in the School of Cultural and Professional Learning in the Faculty of Education at Queensland University of Technology, Brisbane, Australia.
Communities of Practice: Facilitating Social Learning in Higher Education by Jacquie McDonald, Aileen Cater-Steel