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Standards or communities of practice? Competing models of workplace learning and development
Author(s) -
Yandell John,
Turvey Anne
Publication year - 2007
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920701434052
Subject(s) - certificate , agency (philosophy) , construct (python library) , pedagogy , sociology , set (abstract data type) , sociocultural evolution , teacher education , professional development , mathematics education , psychology , social science , computer science , algorithm , anthropology , programming language
Drawing on interview data derived from two case studies of teachers in their first year in the profession, this article examines the difficulties that confront new teachers as they move from a Postgraduate Certificate in Education course into their first teaching post. It questions the value of those discursive practices, promulgated by the Teacher Training Agency through Qualifying to teach , that construct teaching as a set of discrete competences or standards, and argues that Lave and Wenger's (1991) concepts of legitimate peripheral participation and communities of practice are useful tools with which to analyse the sociocultural complexity of the new teachers' experiences.