High school music programmes as potential sites for communities of practice – a Canadian study

Countryman, June

doi:10.1080/14613800802699168

Cited by 14 publications

(11 citation statements)

References 11 publications

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“…Essa prática, que é representada pelo repertório compartilhado de recursos, abrange o conjunto de elementos através dos quais os membros desses agrupamentos permutam conhecimentos (COUNTRYMAN, 2009). Nas CoP, a formação da identidade é fruto da negociação de significados e da participação dos indivíduos que as integram (WENGER, 1998).…”

Section: As Comunidades De Práticaunclassified

Repertório Compartilhado De Recursos Em Comunidades Virtuais De Prática: Um Estudo Dos Mecanismos De Interação, Organização E Controle Em Grupos De Pesquisa Científica

Ferraz¹,

Dornelas²

2015

Organ. Soc.

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ResumoC omunidades de prática são grupos que se destacam pela informalidade das relações, participação, atuação em rede e autogestão. Uma classe dessas comunidades distingue-se das demais pelo forte uso dos recursos da tecnologia da informação: são as comunidades virtuais de prática. Cogitando a possibilidade dos grupos de pesquisa numa Universidade Federal serem equiparados a comunidades virtuais de prática, o objetivo desta pesquisa consistiu em inventariar e enquadrar tais grupos na condição de comunidades virtuais de prática e evidenciar-lhes os mecanismos de interação, organização e controle vigentes em seu conjunto de recursos, equiparáveis a um repertório compartilhado, bem como avaliar seus efeitos nas atividades dos grupos. O estudo utilizou método misto, empregando a estratégia survey e o estudo de caso. Espera-se que os resultados obtidos estimulem uma reflexão sobre a importância da tecnologia da informação e dos mecanismos analisados nas trocas de conhecimentos e na consolidação da identidade de grupos de pesquisa científica com atuação virtual.Palavras-chave: Comunidades de prática. Comunidades virtuais de prática. Interação. Organização. Controle. AbstractC ommunities of practice are groups where informal relationships, participation, networking and self-management activities stand out. A class of these communities differs from the others through the strong use of information technology resources: these are virtual communities of practice. Considering the possibility of the research groups in a Federal University being taken as virtual communities of practice, the objective of this research was to identify and classify the research groups as virtual communities of practice and highlighting the mechanisms of

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Section: As Comunidades De Práticaunclassified

Repertório Compartilhado De Recursos Em Comunidades Virtuais De Prática: Um Estudo Dos Mecanismos De Interação, Organização E Controle Em Grupos De Pesquisa Científica

Ferraz¹,

Dornelas²

2015

Organ. Soc.

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“…Margaret Barrett particularly used it as a conceptual framework to examine children’s “communities of musical practice” (Barrett, 2003, 2005) as “a location of meaning making and communication” (2005, p. 262) and to gain “a greater understanding of children’s musical cultures, and the ways in which musical meanings are negotiated within these cultures” (2005, p. 190). The CoP framework was further employed in a series of case studies of high school music programs in Canada (Countryman, 2009). Countryman found that the CoP model provided “nuanced and fluid vehicles for learning” (2009, p. 96) during the analysis of the research data.…”

Section: Theoretical Framework Definitions and Perspectivesmentioning

confidence: 99%

Practice through partnership: Examining the theoretical framework and development of a “community of musical practice”

Kenny

2014

International Journal of Music Education

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This article examines the development of a “community of musical practice” (CoMP) which emerged within a research case study in Limerick, Ireland. The case study was a music education partnership between a third level institution, a resource agency and a primary school. Using a “community of practice” (CoP) theoretical framework to underpin the study and data analysis, the research seeks to “unpack,” problematize and interpret the development of a community of musical practice, as well as the complexities that surround issues such as membership and role within partnership initiatives. The study provides a means of exploring musical practices within a socio-cultural process where learning is “situated” and “shared,” in this case within a community of musical practice. The inter-relatedness of musical and social interaction as well as favorable models of meaningful musical and “community” experience are highlighted.

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“…The most prevalent characteristic of CoPs within the literature is shared repertoire (Akerson, Donnelly, Riggs, & Eastwood, 2012; BeineKe, 2013; Boven, 2014; Clarke, 2009; Countryman, 2009; Waldron, 2009). According to Wenger (1998), the shared repertoire among a CoP includes routines, symbols, concepts, and actions.…”

Section: Characteristics Of Communities Of Practice In Music Communitmentioning

confidence: 99%

Communities of Practice and Legitimate Peripheral Participation: A Literature Review

Zaffini

2017

Update: Applications of Research in Music Education

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This article is a review of theoretical and empirical literature on Wenger’s community of practice (CoP) theory and Lave and Wenger’s legitimate peripheral participation. It is organized into four broad parts: (a) Characteristics of CoPs in Music Communities, Education, and Teacher Education; (b) Benefits and Challenges Faced by Members of CoPs; (c) Situated Learning: Legitimate Peripheral Participation; and (d) Implications for Music Education. The theories posit that individuals within a CoP learn through social interaction, inform one’s identity development, and that participation and practice within a community change over time. Implications include (a) novice music educators may want to have access to multiple music mentors, (b) veteran music educators may want to be open to novice educators’ ideas and actively recruit new teachers who bring different experiences and perspectives into the field, and (c) music educators may want to allow all music educators into decision-making processes within their districts.

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High school music programmes as potential sites for communities of practice – a Canadian study

Cited by 14 publications

References 11 publications

Repertório Compartilhado De Recursos Em Comunidades Virtuais De Prática: Um Estudo Dos Mecanismos De Interação, Organização E Controle Em Grupos De Pesquisa Científica

Repertório Compartilhado De Recursos Em Comunidades Virtuais De Prática: Um Estudo Dos Mecanismos De Interação, Organização E Controle Em Grupos De Pesquisa Científica

Practice through partnership: Examining the theoretical framework and development of a “community of musical practice”

Communities of Practice and Legitimate Peripheral Participation: A Literature Review

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