Thinking together: What makes Communities of Practice work?
Thinking together: What makes Communities of Practice work?
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DOI：
10.1177/0018726716661040
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发表时间：
2017-04
期刊：
影响因子：
--
通讯作者：
Eden C
中科院分区：
文献类型：
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作者：
Pyrko I;Dörfler V;Eden C
在这篇文章中，我们通过阐述发生在这种社区核心的学习过程，发展了实践社区概念的基础要素。特别是，我们提供了一个一致的知识，了解和知识共享的概念，这是与这个概念的本质兼容的观点-学习需要一个人的身份和社会形成的投资。我们这样做，从迈克尔波兰尼的工作和他的个人知识的概念，从而我们澄清了实践社区的范围，并提供了一些新的见解，如何使这样的社会结构在专业环境中表现良好。在英国国家卫生服务的定性实证研究的结果证实了概念上的讨论。因此，“共同思考”的过程被概念化为有意义的实践社区的关键部分，在实践社区中，人们通过对共同感兴趣的领域中相同问题的理解相互指导，并以这种方式间接分享隐性知识。我们认为，“一起思考”的协作学习过程本质上是将实践社区带入生活的过程，而不是相反。
In this article, we develop the founding elements of the concept of Communities of Practice by elaborating on the learning processes happening at the heart of such communities. In particular, we provide a consistent perspective on the notions of knowledge, knowing and knowledge sharing that is compatible with the essence of this concept – that learning entails an investment of identity and a social formation of a person. We do so by drawing richly from the work of Michael Polanyi and his conception of personal knowledge, and thereby we clarify the scope of Communities of Practice and offer a number of new insights into how to make such social structures perform well in professional settings. The conceptual discussion is substantiated by findings of a qualitative empirical study in the UK National Health Service. As a result, the process of ‘thinking together’ is conceptualized as a key part of meaningful Communities of Practice where people mutually guide each other through their understandings of the same problems in their area of mutual interest, and this way indirectly share tacit knowledge. The collaborative learning process of ‘thinking together’, we argue, is what essentially brings Communities of Practice to life and not the other way round.