Advertisement

Situated Learning in Seminars from a Community of Practice Perspective

  • Hyesun Cho
Chapter

Abstract

This chapter illustrates the process through which a community of practice (CoP) was established and maintained by conscious efforts by participants. Personal narratives by both teacher and students were validated as a legitimate form of knowledge. The highly interactive nature of the classroom environment was propitious to community building, which turned out to be conducive to critical reflection on learning. By highlighting the tensions, challenges, and struggles within the community of practice created in the bilingual teacher education program, this chapter demonstrates how critical theory of literacy learning and social identity can contribute to CoP theory building.

References

  1. Albright, J. (2002). Being in authority, being an authority: Disrupting students’/teachers’ practices in literacy education. Teaching Education, 13(3), 289–303.CrossRefGoogle Scholar
  2. Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas.Google Scholar
  3. Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundation of learning environments (pp. 25–56). Mahwah: Lawrence Erlbaum.Google Scholar
  4. Cho, H. (2015). Under co-construction: An online community of practice for bilingual pre-service teachers. Computers and Education, 92(93), 76–89.Google Scholar
  5. Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.Google Scholar
  6. Creese, A. (2005). Teacher collaboration and talk in multilingual classrooms. Clevedon: Multilingual Matters.Google Scholar
  7. Cuddapah, J. L., & Clayton, C. D. (2011). Using Wenger’s communities of practice to explore a new teacher cohort. Journal of Teacher Education, 62(1), 62–75.CrossRefGoogle Scholar
  8. Dickar, M. (2008). Hearing the silenced dialogue: An examination of the impact of teacher race on their experiences. Race Ethnicity and Education, 11(2), 115–132.CrossRefGoogle Scholar
  9. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.Google Scholar
  10. Gilligan, C., Brown, L., & Rodgers, A. (1990). Psyche imbedded: A place for body, relationships, and culture in personality theory. In A. Rabin, R. Zuker, Remains, & S. Frank (Eds.), Studying persons and lives (pp. 86–147). New York: Springer.Google Scholar
  11. Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Granby: Bergin and Garvey.Google Scholar
  12. Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains: Longman.Google Scholar
  13. Hale, A., Snow-Gerono, J., & Morales, F. (2008). Transformative education for culturally diverse learners through narrative and ethnography. Teaching and Teacher Education, 24(6), 1413–1425.CrossRefGoogle Scholar
  14. Haneda, M. (2006). Classrooms as communities of practice: A reevaluation. TESOL Quarterly, 40, 807–817.CrossRefGoogle Scholar
  15. Hanks, W. (1991). Forward. In J. Lave & E. Wenger (Eds.), Situated learning: Legitimate peripheral participation (pp. 13–24). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  16. Hodges, T. E., & Cady, J. (2013). Blended-format professional development and the emergence of communities of practice. Mathematics Education Research Journal, 25(2), 299–316.CrossRefGoogle Scholar
  17. Janks, H. (Ed.). (1993). Critical language awareness series. Johannesburg: Hodder and Stoughton and Wits University Press.Google Scholar
  18. Jimenez-Silva, M., & Olson, K. (2012). A community of practice in teacher education: Insights and perceptions. International Journal of Teaching and Learning in Higher Education, 24(3), 335–348.Google Scholar
  19. Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2, 241–250.CrossRefGoogle Scholar
  20. Kincheloe, J. (2008). Critical pedagogy (2nd ed.). New York: Peter Lang.CrossRefGoogle Scholar
  21. Kress, G. (2003). Literacy in the new media age. London: Routledge.CrossRefGoogle Scholar
  22. Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.Google Scholar
  23. Kubota, R. (2004). The politics of cultural difference in second language education. Critical Inquiry in Language Studies, 1(1), 21–39.CrossRefGoogle Scholar
  24. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: University of Cambridge Press.CrossRefGoogle Scholar
  25. Lea, M. (2008). Academic literacies in theory and practice. In N. Hornberger (Ed.), Encyclopedia of language and education (2nd ed., pp. 227–238). New York: Springer.Google Scholar
  26. Lea, M., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172.CrossRefGoogle Scholar
  27. Lee, K., & Clare, B. (2013). What are student in-service teachers talking about in their online communities of practice? Investigating student in-service teachers’ experiences in a double-layered CoP. Journal of Technology and Teacher Education, 21(1), 89–118.Google Scholar
  28. Lee, C. D., & Smagorinsky, P. (2000). Introduction: Constructing meaning through collaborative inquiry. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 1–15). New York: Cambridge University Press.Google Scholar
  29. Leki, I. (2007). Undergraduates in a second language: Challenges and complexities of academic literacy development. New York: Routledge.Google Scholar
  30. Lillis, T. M. (2003). Student writing as ‘academic literacies’: Drawing on Bakhtin to move from critique to design. Language and Education, 17(3), 192–207.CrossRefGoogle Scholar
  31. Lin, A. M. Y. (2004). Introducing a critical pedagogical curriculum: A feminist, reflexive account. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 271–290). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  32. Liu, D. (1999). Training non-native TESOL students: Challenges for TESOL teacher education in the West. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 197–210). Mahwah: Lawrence Erlbaum.Google Scholar
  33. Locke, T. (2004). Critical discourse analysis. London: Continuum.Google Scholar
  34. Moore, E. (2006). ‘You tell all the stories’: Using narrative to explore hierarchy within a community of practice. Journal of Sociolinguistics, 10(5), 611–640.CrossRefGoogle Scholar
  35. Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism., 7(2/3), 172–188.CrossRefGoogle Scholar
  36. Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573–603.CrossRefGoogle Scholar
  37. Morton, J. (2012). Communities of practice in higher education: A challenge from the discipline of architecture. Linguistics and Education, 23, 100–111.CrossRefGoogle Scholar
  38. Ochs, E., & Capps, L. (2001). Living narrative. Cambridge, MA: Harvard University Press.Google Scholar
  39. Rodriguez, T. L., & Cho, H. (2011). Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. Teaching and Teacher Education, 27, 496–594.CrossRefGoogle Scholar
  40. Rogers, R., & Fuller, C. (2007). “As if you heard it from your momma”: Redesigning histories of participation with literacy education in an adult education class. In C. Lewis, P. Enciso, & E. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power. Philadelphia: Erlbaum.Google Scholar
  41. Shor, I. (1996). When students have power: Negotiating authority in critical pedagogy. Chicago: University of Chicago Press.Google Scholar
  42. Toohey, K. (2000). Learning English at school: Identity, social relations, and classroom practices. Clevedon: Multilingual Matters.Google Scholar
  43. Toohey, K., & Waterstone, B. (2005). Negotiating expertise in an action research community. In N. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 291–310). Cambridge: Cambridge University Press.Google Scholar
  44. Varghese, M. (2006). Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development, 27(3), 211–224.CrossRefGoogle Scholar
  45. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.CrossRefGoogle Scholar
  46. Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Boston: Harvard Business School Press.Google Scholar
  47. Wray, S. (2007). Teaching portfolios, community, and pre-service teachers’ professional development. Teaching and Teacher Education, 23, 1139–1152.CrossRefGoogle Scholar
  48. Zamel, V. (1995). Strangers in academia: The experiences of faculty and ESL students across the curriculum. College Composition and Communication, 46, 506–521.CrossRefGoogle Scholar
  49. Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Hyesun Cho
    • 1
  1. 1.Department of Curriculum and TeachingThe University of KansasLawrenceUSA

Personalised recommendations