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ERIC Number: EJ897516
Record Type: Journal
Publication Date: 2010-Nov
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Novice Teachers Learning through Participation in a Teacher Study Group
Lambson, Dawn
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n8 p1660-1668 Nov 2010
Using Lave and Wenger's framework of legitimate peripheral participation in communities of practice, this case study explores the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study illustrates how, over time, the novices moved from more peripheral to more central participation as revealed through changes in their talk and feelings about participating. The study highlights the importance of legitimacy and peripherality provided by the more experienced teachers and identifies the ways in which the facilitator scaffolded and mediated the novices' participation and learning. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A