A Social Practice Theory of Learning and Becoming across Contexts and Time

Autor/inn/en	Penuel, William R.; DiGiacomo, Daniela K.; Van Horne, Katie; Kirshner, Ben
Titel	A Social Practice Theory of Learning and Becoming across Contexts and Time
Quelle	In: Frontline Learning Research, 4 (2016) 4, S.30-38 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Social Theories; Learning Theories; Learning Processes; Adolescent Development; Case Studies; Longitudinal Studies; Student Interests; Cultural Context; Science Education; Independent Study; Learner Controlled Instruction; Learner Engagement; Transformative Learning; Museums; Science Teaching Centers; STEM Education + Suchen Sie Ihr Suchwort? Gesellschaftstheorie; Learning theory; Lerntheorie; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studieninteresse; Naturwissenschaftliche Bildung; Selbststudium; Pädagogische Transformation; Museum; Museumswesen; Museen; STEM
Abstract	This paper presents a social practice theory of learning and becoming across contexts and time. Our perspective is rooted in the Danish tradition of critical psychology (Dreier, 1997; Mørck & Huniche, 2006; Nissen, 2005), and we use social practice theory to interpret the pathway of one adolescent whom we followed as part of a longitudinal study of interest-related learning. A social practice theory calls out the ways people pursue diverse concerns, become aware of new possibilities for action as they move across settings of practice, and learn as they adjust contributions to the flow of ongoing activity and to fit demands and structures of local institutions. It also highlights the ways that existing institutional structures of practice frame the choices people make about how and where to participate in activities. This perspective on learning is potentially transformative, in that it provides a way to promote equity by surfacing issues associated with linkages among settings of practice, networks of actors who support persons' movement across settings, and diversities in structures of practices that shape opportunities to learn and become. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01