Moving on the Continuum between Teaching and Learning: Communities of Practice in a Student Support Programme

Autor/inn/en	Naude, Luzelle; Bezuidenhout, Hannemarie
Titel	Moving on the Continuum between Teaching and Learning: Communities of Practice in a Student Support Programme
Quelle	In: Teaching in Higher Education, 20 (2015) 2, S.221-230 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.978752
Schlagwörter	Communities of Practice; Academic Support Services; Experiential Learning; Student Centered Curriculum; Lifelong Learning; Teaching Methods; Learning Strategies; Scaffolding (Teaching Technique); Learning Processes; Reciprocal Teaching; Qualitative Research; Teaching Experience; Humanities; Transcripts (Written Records); Meetings; Observation; Journal Writing; Interviews; Focus Groups; Teacher Attitudes; College Faculty; Program Effectiveness; Program Evaluation; Barriers; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Community; Experiental learning; Erfahrungsorientiertes Lernen; Life-long learning; Lebenslanges Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Qualitative Forschung; Geisteswissenschaften; Humanwissenschaften; Meeting; Tagung; Beobachtung; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Lehrerverhalten; Fakultät; Programme evaluation; Programmevaluation; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The focus of this article is on the experiences of staff members involved in a student support programme. The experiential, social, and student-centred approaches incorporated in this programme provided not only students, but also academics with pathways to lifelong learning. Functioning in a community of practice (CoP) (with students and also with like-minded colleagues) created an enabling environment for the development of effective teaching and learning approaches, as well as practical skills. Additional positive results relate to the fact that academics are aware of the importance of and more equipped with the competence to scaffold students towards becoming more effective in the learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10