专业社会工作机构参与村改居社区教育研究——基于B县益仁社区的实践

与农村社区和城市社区相比,村改居社区的社区教育在教育内容、教育形式上有其特殊性。通过参与式观察的方法研究专业社工机构在提供社区服务的过程中对益仁社区的社区教育的作用,发现专业社工机构在村改居社区村民到市民的角色转变、重构社区文化、特殊群体的社区教育和社区自组织的培育上做出了一定贡献,但专业社工机构在参与村改居社区教育过程中也存在社区治理与社区教育的联动有待加强、专业社区教育力量亟须补充、社区内外社区教育资源的利用需要加强、社区居民的参与度需要提高等问题。     

Engaging student teachers in meaningful reflective practice

This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education programme in an Irish university participated in the study. The practice of encouraging student teachers working in the same school to participate in structured video analysis avoids the impact of external observers whose role is largely evaluative and endorses a collaborative model that promotes dialogue and shared learning. This practice promotes a culture of observation and critical dialogue in a profession which has traditionally been characterised by isolation, while at the same time fostering and validating the voice and experience of the student teacher. Locating the discussion within the framework of the theoretical literature on reflective practice, the purpose of this paper is to contribute to the international debate over best practice in supporting, encouraging and scaffolding reflective practice. It comments on the implications of reflective dialogue for the modernisation of teacher education and offers guidelines on how best to scaffold and promote reflectivity.     

Assessment,and the literacy practices of trainee PCET teachers

Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model.     

独立后的西属美洲缘何未建成统一的联邦国家？

西属美洲独立后没有建成统一的联邦国家,原因在于其独立前夕幅员辽阔,地理阻隔;重商主义和大庄园制度盛行,缺乏统一的经济联系;宗主国的“纵向主义”统治造成各自为政的局面;种族文化的多样性和社会结构的复杂性带来人们心理上的隔阂等等,而独立战争并没能改善这种破碎的结构,独立运动本身所呈现出来的一些局限性,如没有统一的领导和组织,各种分裂因素膨胀,缺乏普遍认同的新权威,各国政权的软化和军事化,财政上的困难重重,社会变革的失败等等,都加重了分裂局面,而来自外国列强的觊觎和干涉更是进一步破坏了西属美洲的团结。1811-1825年15个独立国家的出现表明差异性压倒了一致性,玻利瓦尔一体化的理想破灭。因此,对拉美现代化的研究应该重视各国民族国家的形成问题。     

¡Presente!: Affirming Latinx voices within health sciences library scholarship

Increasing diverse author representation within medical librarianship scholarship among BIPOC information professionals is an important endeavor that requires closer examination. This commentary looks to examine the ways in which the profession can support Latinx librarians and library workers in fully participating within the scholarly pipeline by exploring our unique and authentic voices, structural barriers, hesitation and fears, Whiteness in the profession and knowledge production, bias in the peer review process, lack of resources and support, and finally, a call to action.     

Quantum phenomena in Communities of Practice

Although Communities of Practice have become a core concept in understanding how knowledge is managed within organizations, there have been few studies of the praxis of formation of Communities of Practice. In this article, we report on a Grounded Theory study of the members of a previously identified Community of Practice within the UK Higher Education Academy Psychology Network. In addition to providing data on the functioning of the community, the study also revealed a hitherto unrecognized form of community that exhibits all of the characteristics of CoPs yet has only a transient existence that seems to nucleate around an existing core community. Drawing on the metaphor of quantum behaviour, we termed these communities Quantum Communities of Practice. We describe a theory to explain this phenomenon that is grounded in the data from the study. We conclude by discussing the value and validity of our findings and methodology and indicating the next steps we will take in our research.     

What is shared? A framework for understanding shared innovation within communities

The twenty-first century economy often requires the innovative production of conceptual and physical artifacts. These innovations frequently are developed collaboratively within communities of workers. Previous theories about the nature of work and learning within communities have emphasized shared meaning or shared practice, but now shared innovation is required. In this paper, I describe the development of a model for conceptualizing and studying shared innovation within communities. This model was created from merging elements of social learning and creativity/innovation theories. I explain that at an intersection of these two domains is a unique kind of social structure, called a Community of Innovation, or COI. I conclude by describing the characteristics of a COI and its implications for design and research.

Novice teachers learning through participation in a teacher study group

Using Lave and Wenger’s framework of legitimate peripheral participation in communities of practice, this case study explores the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study illustrates how, over time, the novices moved from more peripheral to more central participation as revealed through changes in their talk and feelings about participating. The study highlights the importance of legitimacy and peripherality provided by the more experienced teachers and identifies the ways in which the facilitator scaffolded and mediated the novices’ participation and learning.     

Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults

Given that it is a delicate task to meet the educational needs of adult emergent readers in a second language setting, this study serves to explore the teaching practice of teachers working with learners of initial literacy and second language. Based on a situated learning perspective, data from 16 lesson observations of nine teachers is analysed. The findings show that teachers initiate and negotiate learning activities, strive to get the students to understand words and other symbols, facilitate participation within and outside the classroom and negotiate the acceptable student behaviour. These findings suggest that Literacy Education and Second Language Learning for Adults (LESLLA) teaching and learning is a particular practice, where the teachers’ actions are intertwined with those of the learners and with the teachers’ conceptions of the learners. In that way, the teachers’ actions do not only speak of the learners, but also of their own professional identity.     

Developing coaching pedagogy: seeking a better integration of theory and practice

Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this article was to construct and evaluate a pedagogical framework (delivered through an MSc unit) drawn from tenets of both action research and ‘communities of practice’ as a means through which the practice-theory gap can be somewhat addressed. The unit in question involved students being introduced to a particular theoretical position with the expectation that they would integrate that theory into their practice in the upcoming week. The students then shared their experiences in structured discussion groups during the following class. Data on student learning were gathered both through on-going observations, and focus groups interviews with staff and students at the end of the unit. The data were inductively analysed. Findings revealed that the students were generally stimulated by and, hence, generally positive about the pedagogical approach experienced. This was specifically in terms of better ordering the knowledge they had as well as developing new insights about coaching practice. Although not unproblematically, the staff were also positive about the unit; citing better and more continuous student engagement as a result of it.