Citations (26)
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Irina Lokhtina. (2018) Gaining legitimacy: mentoring as an avenue to navigate the transition into a new academic workplace / Conseguir legitimidad: las mentorías como medio para gestionar la transición a un puesto académico distinto. Journal for the Study of Education and Development 41:3, pages 581-618.
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Nalita James & Irina Lokhtina. (2018) Feeling on the periphery? The challenge of supporting academic development and identity through communities of practice. Studies in the Education of Adults 50:1, pages 39-56.
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Fleur Diamond, Graham Parr & Scott Bulfin. (2017) University–School Partnerships in English Pre-service Teacher Education: A Dialogic Inquiry into a Co-teaching Initiative. Changing English 24:3, pages 266-284.
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David H. Johnston. (2016) ‘Sitting alone in the staffroom contemplating my future’: communities of practice, legitimate peripheral participation and student teachers’ experiences of problematic school placements as guests. Cambridge Journal of Education 46:4, pages 533-551.
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Jose Miguel Correa, Asunción Martínez-Arbelaiz & Luis P. Gutierrez. (2014) Between the real school and the ideal school: another step in building a teaching identity. Educational Review 66:4, pages 447-464.
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Gillian Nisbet, Michelle Lincoln & Stewart Dunn. (2013) Informal interprofessional learning: an untapped opportunity for learning and change within the workplace. Journal of Interprofessional Care 27:6, pages 469-475.
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Warren Kidd. (2013) Investigating the lives of new teachers through ethnographic blogs. Ethnography and Education 8:2, pages 210-223.
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Clare Brooks, Jacek Brant, Ian Abrahams & John Yandell. (2012) Valuing initial teacher education at Master’s level. Teacher Development 16:3, pages 285-302.
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Alexandra Woodgate-Jones. (2012) The student teacher and the school community of practice: an exploration of the contribution of the legitimate peripheral participant. Educational Review 64:2, pages 145-160.
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Paul Gibbs & Kate Maguire. (2011) The metaphor of therapy and its use in the learning of a workplace identity. Journal of Vocational Education & Training 63:4, pages 619-628.
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Jennifer Harrison & Frankie McKeon. (2008) The formal and situated learning of beginning teacher educators in England: identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education. European Journal of Teacher Education 31:2, pages 151-168.
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Articles from other publishers (15)
Ewan InglebyEwan Ingleby. 2021. Neoliberalism Across Education. Neoliberalism Across Education
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Fleur Diamond. (2020) Cultural memory in English teaching: a critical autobiographical inquiry. English Teaching: Practice & Critique 19:2, pages 231-244.
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Yupei Zhao & Panayiota Tsatsou. (2018) Emerging Research Communities of Practice Versus the Popular Vision of Interdisciplinarity? Insights from Digital Research in the United Kingdom*. Social Science Quarterly 99:5, pages 1733-1749.
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Asunción Martínez-Arbelaiz, José Miguel Correa-Gorospe & Estibaliz Aberasturi-Apraiz. 2017. Communities of Practice. Communities of Practice
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Kari Smith & Marit Ulvik. 2014. Workplace Learning in Teacher Education. Workplace Learning in Teacher Education
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Lenore Adie. (2011) Learning as identity and practice through involvement in online moderation. Educational Assessment, Evaluation and Accountability 24:1, pages 43-56.
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Glenda Anthony, Mavis Haigh & Ruth Kane. (2011) The power of the ‘object’ to influence teacher induction outcomes. Teaching and Teacher Education 27:5, pages 861-870.
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Ann Hockey, Carlos Jimenez-Bescos, Janice Maclean & Martin Spaul. (2010) Generic skills for sustainable communities: design principles for a learning support environment. Town Planning Review 81:5, pages 523-540.
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Noriko HaraPnina Shachaf & Sharon Stoerger. (2009) Online communities of practice typology revisited. Journal of Information Science 35:6, pages 740-757.
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Alison Andrew. (2009) Challenging Boundaries to ‘Employability’: Women Apprentices in a Non-Traditional Occupation. Social Policy and Society 8:3, pages 347-359.
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Jeanne Keay. (2010) Being influenced or being an influence: New teachers’ induction experiences. European Physical Education Review 15:2, pages 225-247.
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Linda Clarke. (2009) The POD model: Using communities of practice theory to conceptualise student teachers’ professional learning online. Computers & Education 52:3, pages 521-529.
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