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Details for article 8 of 8 found articles
| Title: |
“We Really Felt Part of Something”: Participatory learning among peers within a university teaching-development community of practice |
| Author: |
Warhurst, Russell P. |
| Appeared in: |
International journal for academic development |
| Paging: | Volume 11 (2006) nr. 2 pages 111-122 |
| Year: |
2006-11-01 |
| Contents: |
This paper examines the pedagogic learning of a group of new lecturers at an international research intensive university who were participants on a formal teaching development programme. The lens of situated learning theory is utilised to gain new insights into the learning arising from the development programme but also to reveal certain limitations to pedagogic learning in academic workplaces. Initially, it is shown that academic practice can be construed as socially situated and distributed in specific contexts and that learning thus requires participation in communities of practice. While examining the functioning of teaching development cohort groups as communities of practice, further components of situated learning theory are utilised to more fully understand new lecturers' social learning than has hitherto been the case. The lecturers' experiences of learning as social meaning-making and as legitimate peripheral participation are therefore examined. Furthermore, experiences of learning as a process of identity transformation are investigated. Conclusions are drawn which demonstrate the interplay of social and individual learning in the process of becoming an academic teacher. Cet article examine les apprentissages d'un groupe de professeurs en debut de carriere participant a un programme formel de developpement des competences pedagogiques au sein d'une universite de recherche a caractere international. L'approche theorique de l'apprentissage situe (situated learning) est utilisee afin de mettre en lumiere les apprentissages decoulant de ce programme, mais aussi de soulever certaines lacunes associees aux apprentissages pedagogiques ayant lieu en milieu de travail universitaire. Initialement, il appert que la pratique universitaire (academic practice) puisse etre envisagee comme un phenomene etant situe et distribue socialement a l'interieur de contextes specifiques; l'apprentissage requiert des lors la participation a des communautes de pratique. Alors que l'examen du fonctionnement de ces cohortes de developpement pedagogique s'effectue du point de vue des communautes de pratique, des composantes additionnelles de la theorie de l'apprentissage situe sont utilisees en vue de mieux comprendre l'apprentissage social des professeurs que ce qui etait le cas auparavant. Les experiences des professeurs relativement a la decouverte de sens social (social meaning-making) et a la participation peripherique legitime (legitimate peripheral participation) sont ainsi passees sous la loupe. De plus, les experiences d'apprentissage envisagees comme un processus de transformation d'identite sont examinees. Les conclusions tirees tendent a demontrer l'interaction entre les apprentissages sociaux et individuels au sein du processus de developpement de l'enseignant universitaire. |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 8 of 8 found articles
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