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Action research: a process for developing professional capacity within a community of practice

Action research: a process for developing professional capacity within a community of practice and practical knowledge as inseparable and views learning as situated (Brown and Duguid, 1991; Lave and Wenger, 1991/2003; Vygotsky, 1978). Copyright © 2017 Inderscience Enterprises Ltd. During the placement, the student will work under the supervision of a registered practitioner in order to develop her/his skills to entry-level competence. Not only is the novice developing her/his technical skills to entry-level competence, but s/he is also becoming a `member of a sociocultural community' (Lave and Wenger, 1991/2003). Learning within a community of practice involves solving problems within the context and frameworks that created them using the tools and artefacts that these specific contexts and frameworks provide. In the health field, community of practice is defined as a profession group (physicians, nurses, sonographers) that provides informal and unstructured learning and socialisation to novices in order for them to become full members of the profession (Lave and Wenger, 1991/2003). As knowledge is acquired, the novice experiences enculturation and enrichment, which then changes the situation that surrounds her/him (Brown, Collins, and Duguid, 1988; Lave and Wenger, 1991/ 2003; Vygotsky, 1978). In order to be deemed competent and graduate, the novice must move from `legitimate peripheral participation' to full participation in the professional http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Knowledge Management Studies Inderscience Publishers

Action research: a process for developing professional capacity within a community of practice

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Publisher
Inderscience Publishers
Copyright
Copyright © 2017 Inderscience Enterprises Ltd.
ISSN
1743-8268
eISSN
1743-8276
DOI
10.1504/IJKMS.2017.084396
Publisher site
See Article on Publisher Site

Abstract

and practical knowledge as inseparable and views learning as situated (Brown and Duguid, 1991; Lave and Wenger, 1991/2003; Vygotsky, 1978). Copyright © 2017 Inderscience Enterprises Ltd. During the placement, the student will work under the supervision of a registered practitioner in order to develop her/his skills to entry-level competence. Not only is the novice developing her/his technical skills to entry-level competence, but s/he is also becoming a `member of a sociocultural community' (Lave and Wenger, 1991/2003). Learning within a community of practice involves solving problems within the context and frameworks that created them using the tools and artefacts that these specific contexts and frameworks provide. In the health field, community of practice is defined as a profession group (physicians, nurses, sonographers) that provides informal and unstructured learning and socialisation to novices in order for them to become full members of the profession (Lave and Wenger, 1991/2003). As knowledge is acquired, the novice experiences enculturation and enrichment, which then changes the situation that surrounds her/him (Brown, Collins, and Duguid, 1988; Lave and Wenger, 1991/ 2003; Vygotsky, 1978). In order to be deemed competent and graduate, the novice must move from `legitimate peripheral participation' to full participation in the professional

Journal

International Journal of Knowledge Management StudiesInderscience Publishers

Published: Jan 1, 2017

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