Yandell, John and Turvey, Anne (2007) Standards or communities of practice? Competing models of workplace learning and development. British Educational Research Journal, 33 (4). pp. 533-550. ISSN Print: 0141-1926 Online: 1469-3518
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Abstract
Drawing on interview data derived from two case studies of teachers in their first year in the profession, this article examines the difficulties that confront new teachers as they move from a PGCE course into their first teaching post. It questions the value of those discursive practices, promulgated by the Teacher Training Agency through Qualifying to Teach, that construct teaching as a set of discrete competences or standards, and argues that Lave and Wenger’s (1991) concepts of legitimate peripheral participation and communities of practice are useful tools with which to analyse the sociocultural complexity of the new teachers’ experiences.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Yandell, John and Turvey, Anne (2007) Standards or communities of practice? Competing models of workplace learning and development. British Educational Research Journal, 33 (4). pp. 533-550. British Educational Research Journal is available online at: http://www.informaworld.com/10.1080/01411920701434052 |
| Uncontrolled Keywords: | Professional standards Continuing professional development |
| Subjects: | Departments > Learning, Curriculum and Communication |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 12 Mar 2010 10:18 |
| Last Modified: | 26 Jun 2012 22:27 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1583 |
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