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ERIC Number: EJ763563
Record Type: Journal
Publication Date: 2007-Apr
Pages: 13
Abstractor: Author
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1356-2517
New Academics Negotiating Communities of Practice: Learning to Swim with the Big Fish
Jawitz, Jeff
Teaching in Higher Education, v12 n2 p185-197 Apr 2007
This paper explores the use of situated cognition theory to investigate how new academics learn to judge complex student performance in an academic department at a South African university. The analysis revealed the existence of two largely separate communities of practice within the department, one centred on the provision of undergraduate teaching and the other on the production of research. Newcomers follow a range of trajectories in the course of their identity construction as academics and their learning is strongly shaped by their histories and individual experiences of negotiating their way into and across these key communities of practice. Learning to assess student performance in an Honours research paper was found to be integrally linked to the process of gaining entry into the research community of practice with limited opportunity for legitimate peripheral participation given the high stakes context within which assessment decisions are made.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa