Rethinking the Concept of Community of Practice in Relation to Schoolteachers' Workplace Learning

By H. Hodkinson, P. Hodkinson. 2004

183 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/46ce8faa2c33d5c7ef7145286f14d7f9917c17ec

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Loes de Jong
2. A. Fuller
3. Wilfried Admiraal
4. R. Warhurst
5. C. Halse
6. G. Daniel

In Education

1. A. Fuller
2. Loes de Jong
3. Wilfried Admiraal
4. L. Unwin
5. R. Warhurst
6. C. Halse
7. G. Daniel
8. Ewart Keep

In Human Factors and Ergonomics

1. A. Fuller
2. Wilfried Admiraal
3. R. Warhurst
4. C. Halse
5. Ewart Keep

Citations in the corpus

• ‘Cigars on the flight‐deck’: new lecturers’ participatory learning within workplace communities of practice (2008, background): “New members of such a community are thus likely to experience ‘an additional dimension to their learning’ (Hodkinson and Hodkinson 2004a, 29).”
• Surveying the scene: learning metaphors, survey design and the workplace context (2005, background): “…studies of a wide variety of jobs—such as engineers, accountants, nurses, miners and teachers (Eraut et al., 1998; Fevre et al., 2001; Boud & Middleton, 2003; Hodkinson & Hodkinson, 2004)—suggest that a great deal of learning goes on at work that is not picked up by standard survey questions.”
• Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice (2013, background): “Issues of uneven power are often unattended in these models (Hodkinson & Hodkinson, 2004).”
• ‘Becoming a supervisor’: the impact of doctoral supervision on supervisors' learning (2011, background): “Hodkinson and Hodkinson ( 2003 , 2004 ), in contrast, use Bourdieu's signature concepts of habitus, field and cultural capital as a conceptual framework for exploring the conjunction between the individual, workplace and outside world, and how wider cultural, social, political and economic factors ”
• Schools as professional learning communities: what can schools do to support professional development of their teachers? (2019, background): “…designing, implementing, evaluating and learning about teaching – replacing the image of secondary schools in which most teachers teach classes behind closed doors, learn about teaching by teaching, and are solely responsible for the learning of their students (Hodkinson and Hodkinson 2003, 2004).”