Using the Value Creation Framework to Capture Knowledge Co-Creation and Pathways to Impact in a Transnational Community of Practice in Autism Education

Autor/inn/en	Guldberg, Karen; Achtypi, Alexia; D'Alonzo, Luigi; Laskaridou, Katerina; Milton, Damian; Molteni, Paola; Wood, Rebecca
Titel	Using the Value Creation Framework to Capture Knowledge Co-Creation and Pathways to Impact in a Transnational Community of Practice in Autism Education
Quelle	In: International Journal of Research & Method in Education, 44 (2021) 1, S.96-111 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guldberg, Karen) ORCID (Wood, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2019.1706466
Schlagwörter	Autism; Pervasive Developmental Disorders; Communities of Practice; Social Development; Participatory Research; Value Judgment; Foreign Countries; Interdisciplinary Approach; International Cooperation; Elementary Education; Intervention; Students with Disabilities; Experience; Faculty Development; Interpersonal Relationship; Educational Environment; United Kingdom; Greece; Italy + Suchen Sie Ihr Suchwort? Autismus; Community; Soziale Entwicklung; Forschungstätigkeit; Werturteil; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Internationale Kooperation; Internationale Zusammenarbeit; Elementarunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Erfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien; Griechenland; Italien
Abstract	Although theories around Communities of Practice have gained significant ground in recent years and have become an important focus for organizational development, there is a gap in studies that investigate what members gain from participation in these communities. This paper explains how the value creation framework was implemented in a transnational research and development project in autism education by examining cycles of value creation and drawing on two types of data identified by Wenger and colleagues. The value creation framework is a theoretically driven framework to assess social learning in communities. Participants involved in the learning space were co-researchers engaged in a process of investigating, sharing and reflecting on their practice. The paper discusses the methodological challenges and strengths of using the value creation framework, with a particular focus on how insights and interactions led to subsequent changes in the practice of the participants. This work has the potential to make an important contribution to methods and analysis in assessing social learning and pathways to impact in participatory research and development projects more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01