It ain't just what you do and the way that you do it: why discourse matters in higher education communities of practice

Ryan, Juliana

doi:10.1080/07294360.2015.1011087

Cited by 13 publications

(12 citation statements)

References 25 publications

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“…Context: A number of Australian universities have established and sponsored interdisciplinary communities of practice (CoPs) to develop teaching and learning. (Ryan, 2015)…”

Section: Studentsmentioning

confidence: 99%

Higher education journals as didactic frameworks

Keiding

Qvortrup²

2017

Higher Education Research & Development

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During the last twenty years we have witnessed a growing interest in research in teaching, learning and educational development in higher education. The result is that 'Higher Education Didactics' has established itself as a research field in its own right. This article explores Higher Education Didactics as a framework for academics' professional reflection on teaching and learning, by mapping the didactic topics in all contributions in four journals in the period 2008-2015. Two of the journals are based in Scandinavia, where the European tradition of didactics (Didaktik) has been highly influential, while the others stem from the Anglo-Saxon curriculum tradition. The mapping shows that all journals are strongly occupied with teaching methods, especially methods grounded in theories of active and social learning. In contrast, didactic categories such as goal, content and assessment are rare topics. Students as participants and learners are a frequent topic in specially one journal, but receive little attention in the other journals. Also educational technologies receive a varying degree of attention across the journals. Based on the mapping, this article discusses Higher Education Didactics as a framework for professional reflection in higher education. It concludes that a broader range of research topics would be desirable and ask for future collaboration on the currently uncharted topics.

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“…Context: A number of Australian universities have established and sponsored interdisciplinary communities of practice (CoPs) to develop teaching and learning. (Ryan, 2015)…”

Section: Studentsmentioning

confidence: 99%

Higher education journals as didactic frameworks

Keiding

Qvortrup²

2017

Higher Education Research & Development

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“…LPP has a pivotal role in PIF. It allows participants access to a 'nexus of relationships otherwise not perceived as connected' [10]. Thus LPP, once it is enabled, allows an opening through which participants can explore and learn from full participants within multiple CoPs.…”

Section: Discussionmentioning

confidence: 99%

It’s How We Practice That Matters: Professional Identity Formation and Legitimate Peripheral Participation in Medical Students: A Qualitative Study

Orsmond

McMillan

Zvauya

2021

Preprint

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BackgroundThe process of Legitimate Peripheral Participation (LPP) within a community of practice framework (CoP) was used to explore graduate entry medical students’ professional identity formation (PIF) during their first year of study. A conceptual model has been developed that can be used by medical educators to better understand PIF and to aid the explicit incorporation of PIF activity within the undergraduate curriculum. MethodsTen students from one UK medical school participated in the longitudinal study and were interviewed at three points during the first year. Semi-structured group interviews were used to explore students’ experience of the clinical environment and the nature of their interactions with both clinicians and patients in a community-based medicine practice. The interviews were audio recorded and transcribed. Thematic analysis was used to identify overarching themes which are represented as facets in the model of PIF. ResultsResults demonstrate that students are legitimately peripherally participating within both medical student CoPs and wider medical CoPs. Themes identified within the narratives have allowed the development of a new model to understand PIF within the context of LPP in a CoP. This has five facets: Awareness, Collaboration, Negotiation, Evaluation and Realisation. Sophisticated reflection-in-action is shown to be an important aspect of PIF and enables a more conscious understanding of the change that is occurring in our students. ConclusionPIF is a complex, non-linear process that is supported by reflection-in-action and early student introduction to clinical practice. It can be recognised in students’ narratives in their changing use of language, their understanding of the medical COP, and their evolving relational participation with those around them. This study adds to those that have previously explored PIF. The model of PIF developed in this study illustrates how experiences in the clinical environment support PIF. Medical educators may find this model helpful when considering how PIF can be explicitly encouraged in the medical curriculum and how reflection may be used for the purpose of identity change.

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“…Peripherality is complex to interpret, it is not a physical place within a community [10]. Philip, understands his current knowledge as 'idealistic' , perhaps acknowledging his current participation as peripheral.…”

Section: Facet 5 -Realisationmentioning

confidence: 99%

“…There are various of ways of considering CoPs which are well discussed elsewhere [9,10]. This study has its foundations in the seminal work of Lave and Wenger and Wenger [11,12], both of which discuss the trajectory that newcomers take within a CoP through legitimate peripheral participation (LPP).…”

Section: Introductionmentioning

confidence: 99%

It’s how we practice that matters: professional identity formation and legitimate peripheral participation in medical students: a qualitative study

2022

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Background The process of Legitimate Peripheral Participation (LPP) within a community of practice framework (CoP) was used to explore graduate entry medical students’ professional identity formation (PIF) during their first year of study. A conceptual model has been developed that can be used by medical educators to better understand PIF and to aid the explicit incorporation of PIF activity within the undergraduate curriculum. Methods Ten students from one UK medical school participated in the longitudinal study and were interviewed at three points during the first year. Semi-structured group interviews were used to explore students’ experience of the clinical environment and the nature of their interactions with both clinicians and patients in a community-based medicine practice. The interviews were audio recorded and transcribed. Thematic analysis was used to identify overarching themes which are represented as facets in the model of PIF. Results Results demonstrate that students are legitimately peripherally participating within both medical student CoPs and wider medical CoPs. Themes identified within the narratives have allowed the development of a new model to understand PIF within the context of LPP in a CoP. This has five facets: Awareness, Collaboration, Negotiation, Evaluation and Realisation. Sophisticated reflection-in-action is shown to be an important aspect of PIF and enables a more conscious understanding of the change that is occurring in our students. Conclusion PIF is a complex, non-linear process that is supported by reflection-in-action and early student introduction to clinical practice. It can be recognised in students’ narratives in their changing use of language, their understanding of the medical COP, and their evolving relational participation with those around them. This study adds to those that have previously explored PIF. The model of PIF developed in this study illustrates how experiences in the clinical environment support PIF. Medical educators may find this model helpful when considering how PIF can be explicitly encouraged in the medical curriculum and how reflection may be used for the purpose of identity change.

show abstract

It ain't just what you do and the way that you do it: why discourse matters in higher education communities of practice

Cited by 13 publications

References 25 publications

Higher education journals as didactic frameworks

Higher education journals as didactic frameworks

It’s How We Practice That Matters: Professional Identity Formation and Legitimate Peripheral Participation in Medical Students: A Qualitative Study

It’s how we practice that matters: professional identity formation and legitimate peripheral participation in medical students: a qualitative study

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