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–180. Malden & Oxford: Blackwell. DOI: 10.1002/9780470756393.ch Jucker, Andreas H. & Joanna Kopaczyk. 2013. Communities of practice as a locus of language change. In Joanna Kopaczyk & Andreas H. Jucker (eds), Communities of practice in the history of English , 1–16. Amsterdam: John Benjamins. DOI: 10.1075/pbns.235.01int Lodge, Sara. 2007. Thomas Hood and nineteenth-century poetry: Work, play, and politics. Manchester: Manchester University Press. Lucas, E. V. 1907 [1905]. The life of Charles Lamb (2 vols, rev. edn). London: Methuen. Meyerhoff, Miriam. 2002. Communities

.4018/978-1-5225-2005-4.ch007 9. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3 rd ed.). Multicultural education series. New York, NY: Teachers College Press. 10. Henderson, M. (2015). The (mis) use of community of practice: Delusion, confusion, and instrumentalism in educational technology research. In S. Bulfin, N. F. Johnson, & C. Bigum (Eds.), Critical perspectives on technology and education (pp. 127–140). New York, NY: Palgrave Macmillan. 11. Lachney, M. (2017). Culturally responsive computing as brokerage: Toward asset building with education

activities of understanding and knowing in a complex of doings’ ( Reckwitz, 2002 : 258). The notion that learning is largely a process of socialisation and identity building through demonstrated ability, that is practice , is central to the concept of communities of practice ( Lave and Wenger, 1991 ; Wenger, 1998 ) and extended networks of practice ( Brown and Duguid, 2001 ). A community of practice is characterised by its shared domain of interest, implying a commitment to this domain, a shared identity, and collective competence or expertise within the domain; its

University Press. Wellman, B., Quan-Haase, A., Witte, J., & Hamtpon, K. (2001). Does the internet increase, decrease, or supplement social capital? Social networks, participation, and community commitment. American Behavioural Scientist, 45 (3), 436-455. DOI: 10.1177/00027640121957286. Wenger, E. (1998). Communities of practice: Learning, meaning and identity . New York: Cambridge University Press. Wenger, E. (2006). Communities of practice in and across 21st century organizations. Retrieved February 10, 2012, from http://www.ewenger.com/theory/

University Press. Nonaka, I., Toyama, R., & Konno, N. (2000). SECI, ba and leadership: a unified model of dynamic knowledge creation. Long Range Planning , 1 (33), 5–34. Oi-Ngor Cheung, S. (2015). Pedagogical practice wisdom in social work practice teaching – a kaleidoscopic view. Social Work Education , 34 (3), 258–274, DOI: 10.1080/02615479.2014.1000293 Oppenheim, A.N. (1992). Questionnaire design, interviewing and attitude measurement . New York: Continuum. Pyrko, I., Dorfler, V., & Eden, C. (2019). Communities of practice in landscapes of practice. Management

., 2014 ) giving rise to a wide diversity of performances, practice modalities (distances, types of race), training methods, and use of gear. Trail runners thus bring various and singular experiences to their community, but share common concerns regarding adaptation issues and a jargon specific to their sport. The jargon is a shared repertoire used to convey personal experiences that serve to reify and contribute to a community of practice: a group of people who share common concerns, problems or a passion and wish to enhance their knowledge and expertise by interacting

References Aubry, M., Muller, R., & Glucker, J. (2011). Exploring PMOs Through Community of Practice Theory. Project Management Journal , 42(5), 42-65, http://dx.doi.org/10.1002/pmj.20259 Bredillet, C. (2004). Projects: Learning at the Edge of Organization, in: P.G. Morris & J.K. Pinto (Eds.), The Wiley Guide to Managing Projects (pp.1112-1136). Hoboken, NJ: John Wiley & Sons Inc. De Long, D,. & Seemann P. (2000). Confronting Conceptual Confusion and Conflict in Knowledge Management. Organizational Dynamics , 29(1), 33-44, http://dx.doi. org/10.1016/S0090

composition and startups’ performance in Canadian biotechnology. Strategic Management Journal, 21(3), 267-294. Committee of the Regions (2014). Using the Quadruple Helix Approach to Accelerate the Transfer of Research and Innovation Results to Regional Growth . Retrieved from http://cor.europa.eu/en/documentation/studies/Documents/quadruple-helix.pdf . Dubé, L., Bourhis, A., & Jacob, R. (2005). The impact of structuring characteristics on the launching of virtual communities of practice. Journal of Organizational Change Management , 18(2), 145-166. Etzkowitz, H

professional objectives, for instance in education and management ( Collard, 2004 ), and in journalism ( Volek & Jirák, 2007 ). Professional self-images are affected by professional cultures, and how the teachers position themselves within these cultures – their communities of practice ( Wenger, 1998 ). Conceptual understandings explored through attitudes and vocabulary can provide substantial information about both self-image and professional culture, defined as a configuration of beliefs, practices, relationships, language and symbols distinctive to a particular social

Abstract

Recent growth in Content and Language Integrated Learning (CLIL) across educational levels in Portugal has positioned it in European Commission reports (Eurydice 2012; 2017) and attracted much needed attention to the educational practice which warrants further in-depth exploration in order to better understand it and ensure quality provision in the country. This article explores the concept of CLIL at work in Portugal and highlights its brief trajectory to date as well as the challenges and opportunities it presents teacher educators and researchers. It provides an overview of the recently established Working CLIL research strand of TEALS (Teacher Education and Applied Language Studies) which is actively engaged in connecting CLIL communities in Portugal and beyond.