Communities of Practice and Legitimate Peripheral Participation: A Literature Review
Communities of Practice and Legitimate Peripheral Participation: A Literature Review
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实践社区和合法外围参与：文献综述
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发表时间：
2018
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通讯作者：
E. J. Zaffini
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文献类型：
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作者：
E. J. Zaffini
本文是对温格的实践社区（CoP）理论和Lave和温格的合法外围参与的理论和实证文献的回顾。它被组织成四个广泛的部分：（a）在音乐社区，教育和教师教育的COPs的特点;（B）COPs成员面临的好处和挑战;（c）情境学习：合法的外围参与;（d）对音乐教育的影响。该理论认为，CoP中的个人通过社会互动学习，为一个人的身份发展提供信息，并且社区内的参与和实践随着时间的推移而变化。其影响包括：（a）新手音乐教育者可能希望有机会获得多个音乐导师，（B）资深音乐教育者可能希望对新手教育者的想法持开放态度，并积极招聘新教师，他们将不同的经验和观点带入该领域，以及（c）音乐教育者可能希望允许所有音乐教育者参与其所在地区的决策过程。
This article is a review of theoretical and empirical literature on Wenger’s community of practice (CoP) theory and Lave and Wenger’s legitimate peripheral participation. It is organized into four broad parts: (a) Characteristics of CoPs in Music Communities, Education, and Teacher Education; (b) Benefits and Challenges Faced by Members of CoPs; (c) Situated Learning: Legitimate Peripheral Participation; and (d) Implications for Music Education. The theories posit that individuals within a CoP learn through social interaction, inform one’s identity development, and that participation and practice within a community change over time. Implications include (a) novice music educators may want to have access to multiple music mentors, (b) veteran music educators may want to be open to novice educators’ ideas and actively recruit new teachers who bring different experiences and perspectives into the field, and (c) music educators may want to allow all music educators into decision-making processes within their districts.