University to work transition: Implications for the evaluation and design of online communities of practice
Year: 2004
Type: conference-paper
Abstract: Of all the professions, it could be argued that the transition from university to work is most difficult and problematic for teachers. In this paper, the authors argue that the separation of university training and school placement has caused many problems for the induction of beginning teachers, as attested by soaring attrition rates in the first five years of teaching, in many countries throughout the world. The authors describe the lessons that can be learned by examining theoretical perspectives associated with the apprenticeship system. Two theoretically derived constructs are highlighted: cognitive apprenticeships and legitimate peripheral participation. The implications these theories hold for the design of online communities of practice for beginning teachers is explored in relation to the amelioration of professional isolation. The paper describes in-progress research on the capability of the internet to provide professional support, together with examples of successful online communities of practice.
Authors: Anthony Herrington, Jan Herrington
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1530079385