ERIC Number: EJ1179244
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Communities of Practice and Legitimate Peripheral Participation: A Literature Review
Zaffini, Erin J.
Update: Applications of Research in Music Education, v36 n3 p38-43 Jun 2018
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.
Descriptors: Communities of Practice, Beginning Teachers, Experienced Teachers, Teacher Participation, Educational Benefits, Music Teachers, Mentors, Participative Decision Making, Literature Reviews
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
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