There are numerous theories about human learning: behaviorism, cognitive, humanistic, and social theories (Learning Theories Site Map, 2013). One theory of learning involves a deepening process of participation in communities of practice, which involve a cluster of individuals who share a common interest of concern or passion and who learn from each other through the process of sharing experiences and information about how to improve such interest (Wenger-Trayner & Wenger-Trayner, 2015). This concept involves a discussion among group members about ways of doing and approaching things that are elaborated upon to a significant extent to facilitate learning and enhance performance (Smith, 2009). Frequent discourse and active and social engagement produce a shared construction of knowledge that continues over time (MacPhail, Patton, Parker, & Tannehill, 2014). The purpose of this study was to investigate the perceptions of preservice teachers about time devoted to post-teaching discussion sessions through communities of practice.
The Perceptions of Preservice Teachers on Time Devoted to Post-Teaching Discussion Sessions through Communities of Practice.
Undergraduate Review, 13, 165-172.
Available at: https://vc.bridgew.edu/undergrad_rev/vol13/iss1/19
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