Uczenie się od praktyków i z praktyki szkolnej – refleksje o barierach peryferyjnego uczestnictwa

• Authors: Nowicka, Marzenna

Abstracts

PL

Preparing students for the profession of a teacher involves internships in kindergartens and schools. Learning from practitioners and through practice can be considered in the light of E. Wenger’s theory of situated learning. The article presents the results of research aimed at identifying the experiences of post-graduate students of early-childhood studies related to the peripheral participation in early-childhood teachers communities of practice. The research project was carried out in accordance with the grounded theory, data were collected on the basis of analysis of documents, i.e. student documentation from continuous internships in kindergarten and school, presented in the form of critical events. On the basis of analysis of students’ statements, the barriers to learning from practitioners were identified - for example: encircling by the routine, superficiality activities, cultivating the teacher-expert worship; closing of teachers on modification of their practice; deprecating trainees and their activities, blocking the attempts of students to act differently. The article presents the characteristics of identified blockades, which are illustrated with examples from the collected empirical material.

Keywords

PL

situated learning; peripheral participation; communities of practice; learning from practitioners; teaching internships

• Publisher: Wydawnictwa Uniwersytetu Warszawskiego
• Journal: Kwartalnik Pedagogiczny
• Year: 2019
• Volume: 64(1(251))
• Pages: 99-111

Dates

published

2019-04-30

Contributors

author

Nowicka, Marzenna

Identifiers

DOI

10.5604/01.3001.0013.1843