New Academics Negotiating Communities of Practice: Learning to Swim with the Big Fish

Autor/in	Jawitz, Jeff
Titel	New Academics Negotiating Communities of Practice: Learning to Swim with the Big Fish
Quelle	In: Teaching in Higher Education, 12 (2007) 2, S.185-197 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Research Papers (Students); Constructivism (Learning); Student Evaluation; Epistemology; Foreign Countries; Academic Achievement; Honors Curriculum; Undergraduate Study; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Erkenntnistheorie; Ausland; Schulleistung; Grundstudium; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores the use of situated cognition theory to investigate how new academics learn to judge complex student performance in an academic department at a South African university. The analysis revealed the existence of two largely separate communities of practice within the department, one centred on the provision of undergraduate teaching and the other on the production of research. Newcomers follow a range of trajectories in the course of their identity construction as academics and their learning is strongly shaped by their histories and individual experiences of negotiating their way into and across these key communities of practice. Learning to assess student performance in an Honours research paper was found to be integrally linked to the process of gaining entry into the research community of practice with limited opportunity for legitimate peripheral participation given the high stakes context within which assessment decisions are made. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10