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Cambridge Journal of Education Volume 31, 2001 - Issue 1
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Original Articles

The Student Teacher and the School Community of Practice: A consideration of 'learning as participation'

Trisha Maynard
Pages 39-52 | Published online: 01 Jul 2010

Citations (49)

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Read on this site (27)

Matthew McConn & Jillian Mason. (2019) A University and Local School Partnership: Utilizing Tension as a Catalyst for Growth. Studying Teacher Education 15:2, pages 235-253.
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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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J. Gleeson, J. O’Flaherty, T. Galvin & J. Hennessy. (2015) Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change. Teachers and Teaching 21:4, pages 437-458.
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Gail Edwards. (2014) Pre-service teachers’ growth as practitioners of developmentally appropriate practice: a Vygotskian analysis of constraints and affordances in the English context. European Journal of Teacher Education 37:1, pages 4-17.
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Ann MacPhail, Kevin Patton, Melissa Parker & Deborah Tannehill. (2014) Leading by Example: Teacher Educators' Professional Learning Through Communities of Practice. Quest 66:1, pages 39-56.
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Wasyl Cajkler, Phil Wood, Julie Norton & David Pedder. (2013) Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?. Cambridge Journal of Education 43:4, pages 537-554.
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Lori Hostetler Leaman & Toni Michele Flanagan. (2013) Authentic Role-playing as Situated Learning: Reframing teacher education methodology for higher-order thinking. Studying Teacher Education 9:1, pages 45-61.
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Brandon M. Butler & Alexander Cuenca. (2012) Conceptualizing the Roles of Mentor Teachers During Student Teaching. Action in Teacher Education 34:4, pages 296-308.
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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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FionaC. Chambers & KathleenM. Armour. (2011) Do as we do and not as we say: teacher educators supporting student teachers to learn on teaching practice. Sport, Education and Society 16:4, pages 527-544.
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Stephanie Chitpin. (2011) Can mentoring and reflection cause change in teaching practice? A professional development journey of a Canadian teacher educator. Professional Development in Education 37:2, pages 225-240.
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Bill Ussher. (2010) Involving a village: student teachers' sense of belonging in their school-based placement. Asia-Pacific Journal of Teacher Education 38:2, pages 103-116.
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Tim Cain. (2009) Mentoring trainee teachers: how can mentors use research?. Mentoring & Tutoring: Partnership in Learning 17:1, pages 53-66.
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Christopher Koliba & Rebecca Gajda. (2009) “Communities of Practice” as an Analytical Construct: Implications for Theory and Practice. International Journal of Public Administration 32:2, pages 97-135.
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Young Mudavanhu & Nicholas Zezekwa. (2009) Pre-service and In-service Secondary Science Teachers' Perceptions of Mentoring Practices in Zimbabwe. African Journal of Research in Mathematics, Science and Technology Education 13:2, pages 64-80.
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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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Renee DePalma. (2008) When Success Makes Me Fail: (De)constructing Failure and Success in a Conventional American Classroom. Mind, Culture, and Activity 15:2, pages 141-164.
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Alexis Taylor. (2008) Developing understanding about learning to teach in a university–schools partnership in England. British Educational Research Journal 34:1, pages 63-90.
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Bernadette Youens & Susan McCarthy. (2007) Subject knowledge development by science student teachers: the role of university tutors and school‐based subject mentors. Research in Science & Technological Education 25:3, pages 293-306.
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Alastair Wilson, Sanna Rimpiläinen, Don Skinner, Claire Cassidy, Donald Christie, Norman Coutts & Christine Sinclair. (2007) Using a Virtual Research Environment to support new models of collaborative and participative research in Scottish education. Technology, Pedagogy and Education 16:3, pages 289-304.
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John Yandell & Anne Turvey. (2007) Standards or communities of practice? Competing models of workplace learning and development. British Educational Research Journal 33:4, pages 533-550.
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Bregje de Vries & Jules Pieters. (2007) Knowledge sharing at conferences. Educational Research and Evaluation 13:3, pages 237-247.
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Bradley A.U. Levinson & EdwardJ. Brantmeier. (2006) Secondary Schools and Communities of Practice for Democratic Civic Education: Challenges of Authority and Authenticity. Theory & Research in Social Education 34:3, pages 324-346.
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Jim McNally, John I'anson, Claire Whewell & Gary Wilson. (2005) ‘They think that swearing is okay’: first lessons in behaviour management. Journal of Education for Teaching 31:3, pages 169-185.
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Jenny Reeves & Christine Forde. (2004) The social dynamics of changing practice. Cambridge Journal of Education 34:1, pages 85-102.
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Adam Winsler. (2003) INTRODUCTION TO SPECIAL ISSUE: Vygotskian Perspectives in Early Childhood Education: Translating Ideas into Classroom Practice. Early Education and Development 14:3, pages 253-270.
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James Avis, Alex Kendal & John Parsons. (2003) Crossing the boundaries: expectations and experience of newcomers to higher and further education. Research in Post-Compulsory Education 8:2, pages 179-196.
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Articles from other publishers (22)

Jessica Geraldo SchwengberJessica Geraldo Schwengber. 2024. Organizational Learning as Relational Governance. Organizational Learning as Relational Governance 81 109 .
Kathleen M. Sellers. (2023) Vatican Statement on Gender Theory in Education: Creating Competing Interests in Catholic Schools. Journal of Cases in Educational Leadership 26:2, pages 150-164.
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Paige K. Evans, Cheryl J. Craig & Mariam Manuel. 2021. Teacher Induction and Mentoring. Teacher Induction and Mentoring 135 171 .
Loredana Perla, Laura Sara Agrati & Ilenia Amati. 2021. Teacher Induction and Mentoring. Teacher Induction and Mentoring 243 265 .
Deborah Trevallion. 2020. Food Education and Food Technology in School Curricula. Food Education and Food Technology in School Curricula 167 182 .
Ann Barbara Johnstone. (2018) Professional collaboration in the Wider Opportunities instrumental programme. British Journal of Music Education 36:03, pages 253-266.
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Zamokwakho Hlela. (2019) Learning through participation: towards defining adult learning in an African rural village context. Community Development Journal 54:4, pages 660-676.
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Céline Girardet. (2017) Why do some teachers change and others don't? A review of studies about factors influencing in‐service and pre‐service teachers’ change in classroom management. Review of Education 6:1, pages 3-36.
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Limin Jao. (2016) Shifting Pre-Service Teachers’ Beliefs About Mathematics Teaching: the Contextual Situation of a Mathematics Methods Course. International Journal of Science and Mathematics Education 15:5, pages 895-914.
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Ann-Marie Young & Ann MacPhail. (2014) ‘Standing on the periphery’. European Physical Education Review 21:2, pages 222-237.
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Anysia Mayer, Sarah Woulfin & Larisa Warhol. (2014) Moving the center of expertise: Applying a communities of practice framework to understand coaching in urban school reform. Journal of Educational Change 16:1, pages 101-123.
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Päivi Tynjälä & Jennifer M. Newton. 2014. International Handbook of Research in Professional and Practice-based Learning. International Handbook of Research in Professional and Practice-based Learning 513 533 .
Cheryl J. Craig. (2013) Coming to know in the ‘eye of the storm’: A beginning teacher's introduction to different versions of teacher community. Teaching and Teacher Education 29, pages 25-38.
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J. Tim Goddard. 2013. Critical Perspectives on International Education. Critical Perspectives on International Education 121 134 .
Shosh Leshem. (2012) The Many Faces of Mentor-Mentee Relationships in a Pre-Service Teacher Education Programme. Creative Education 03:04, pages 413-421.
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Päivi Tynjälä & Hannu L.T. Heikkinen. (2011) Beginning teachers’ transition from pre-service education to working lifeDer Übergang von Lehrkräften von der vorbereitenden Ausbildung zum Arbeitsalltag. Zeitschrift für Erziehungswissenschaft 14:1, pages 11-33.
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Tony Brown & Olwen McNamaraTony Brown & Olwen McNamara. 2011. Becoming a Mathematics Teacher. Becoming a Mathematics Teacher 87 109 .
Tony Brown & Olwen McNamaraTony Brown & Olwen McNamara. 2011. Becoming a Mathematics Teacher. Becoming a Mathematics Teacher 31 48 .
Sun-Geun Baek & Eun Hye Ham. (2009) An evaluation study on the educational value of teaching practicum in secondary schools. Asia Pacific Education Review 10:2, pages 271-280.
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Dana L. Mitra. (2008) Balancing power in communities of practice: An examination of increasing student voice through school-based youth–adult partnerships. Journal of Educational Change 9:3, pages 221-242.
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Jon Roberts & Suzanne Graham. (2008) Agency and conformity in school-based teacher training. Teaching and Teacher Education 24:6, pages 1401-1412.
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Gary Wilson & John I’Anson. (2006) Reframing the practicum: Constructing performative space in initial teacher education. Teaching and Teacher Education 22:3, pages 353-361.
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