Abstract:This paper reports a small section of a larger study that uses a mixed-methods approach to examine participation experiences of novice teachers of English in Chile beginning their careers in nonharmonic public, semiprivate, and private school communities. Drawing on Wenger’s framework of communities of practice, this paper reveals that novice teachers come across nonharmonic communities of teachers regardless of the types of schools where they work-that is, schools normally classified by socioeconomic backgrou… Show more
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