Situated Learning in Practice: Teaching Assistants Engaged with a Work-Based Foundation Degree in England

Autor/in	Taylor, Claire
Titel	Situated Learning in Practice: Teaching Assistants Engaged with a Work-Based Foundation Degree in England
Quelle	In: Journal of Vocational Education and Training, 66 (2014) 4, S.506-517 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2014.922115
Schlagwörter	Foreign Countries; Workplace Learning; Communities of Practice; Higher Education; Longitudinal Studies; Experiential Learning; Teaching Assistants; Academic Degrees; Vocational Education; Qualitative Research; Case Studies; Foundations of Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Community; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Experiental learning; Erfahrungsorientiertes Lernen; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Ausbildung; Berufsbildung; Qualitative Forschung; Case study; Fallstudie; Case Study; Grundlagenausbildung
Abstract	A qualitative case study was carried out in order to understand the enacted reality for three primary school teaching assistants of the notion of situated learning in relation to Lave and Wenger's concept of communities of practice and their description of legitimate peripheral participation. The case study subjects were studying for a work-based Kristine Louisat a UK higher education institution and took part in a longitudinal study that lasted the duration of their 2-year course. By viewing their experiences through the lens of Lave and Wenger's work, new understandings have been developed of how useful and realistic their notion of situated learning and concepts of communities of practice and legitimate peripheral participation are in relation to learning on a work-based Foundation Degree. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10