The demands of the double shift: communities of practice in continuing professional development

McArdle, Karen; Ackland, Aileen

doi:10.1080/13636820601145739

Cited by 17 publications

(12 citation statements)

References 16 publications

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“…McArdle and Ackland (2007) suggest that when members of a CoP move between a work environment and their CoP, a shift occurs as they integrate their experiences and understandings from the workplace back into their CoP. Jenna's (flight leader) experience demonstrated how she had acted as a broker between her flight training and her CoP.…”

Section: Teaching In Higher Education 627mentioning

confidence: 91%

‘It's more than stick and rudder skills’: an aviation professional development community of practice

Bates

O’Brien

2013

Teaching in Higher Education

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In Australian higher education institutions, benchmarks have been directed at developing key competencies and attributes to facilitate students' transition into the workforce. However, for those students whose degree has a specific vocational focus, it is also necessary for them to commence their professional development whilst undergraduates. Familiarising students with the norms and culture of their chosen profession often does not occur through passive observation of subject content. At Griffith University in an undergraduate aviation degree, a community of practice has been established by the school, which develops student's generic skills and their identity as novice professionals. Our research examines the ways in which Mentoring Aviators Through Educational Support (MATES) provides students with the opportunity to develop their professional competence and experience through connecting with other undergraduates and industry professionals.

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Section: Teaching In Higher Education 627mentioning

confidence: 91%

‘It's more than stick and rudder skills’: an aviation professional development community of practice

Bates

O’Brien

2013

Teaching in Higher Education

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“…Some feedback discourse possessed symmetrical features, suggesting that it was facilitating joint meaning construction rather than purely transmitting a singular, dominant perspective. This mirrors a 'transfer on a level' process reported by McArdle & Ackland (2007).…”

Section: Methodsmentioning

confidence: 99%

ECSCW 2013 Adjunct Proceedings The 13th European Conference on Computer Supported Cooperative Work 21 - 25. September 2013, Paphos, Cyprus

Korn¹,

Colombino²,

Lewkowicz³

2013

DPB

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. It comprises of the following categories: Work in Progress, workshops and master classes, demos and videos, the doctoral colloquium, and keynotes.While the proceedings published by Springer Verlag contains the core of the technical program, namely the full papers, the adjunct proceedings includes contributions on ongoing work, thus indicating what our field may become in the future.As a new thing for ECSCW 2013, the Work in Progress category has been introduced. Work in Progress is a peer-reviewed track at the conference that offers a possibility to present and discus ongoing work. Work in Progress sessions provide a unique opportunity for sharing valuable ideas, for getting early feedback on current work and preliminary results, and fostering discussions and collaborations among colleagues. Each Work in Progress submission was reviewed by a minimum of two members of the Program Committee. We were able to accept 11 papers out of a total of 19 submissions. This acceptance rate of approximately 58% acknowledges the early-stage nature of the work.The adjunct proceedings also includes three demonstrations, as well as descriptions of the 6 workshops and one master class. We have also included short descriptions of the 7 Ph.D. projects of the participants accepted for the doctoral colloquium, as well as abstracts of the two keynote lectures. {ivan.breskovic, fabiano.pinatti, susanne.schinkinger, hilda.tellioglu}@tuwien.ac.at Abstract. This paper explores the use of social awareness support as a potential solution to alleviate informal care al, and emotional load habitually associated with their duties. This is a preliminary contribution of the Vienna University of Technology to TOPIC project that is currently under development. In this paper we report on relevant literature, identify and consider technological and interaction challenges, and suggest mobile and ubiquitous computing for ambient solutions. We illustrate our approach by presenting briefly a prototype from our pre-study before concluding the paper. IntroductionIn Europe, as well as in other parts of the world, the number of people in need of special care is increasing (Magnusson et al., 2002). In the majority of the member states of the European Union family carers are responsible for more than 80% of all the care provided. Hence, both elderly and working-age family carers are submitted constantly to heavy physical, psychological, or emotional burden resulting from taking care of someone else. Past research has shown that these people are more susceptible to both psychical and physical morbidity (Chwalisz & 1 Authors are listed in alphabetical order. Kisler, 1995; Coon & Evans, 2009), facing an increased risk of mortality compared to their non-care giving counterparts (Schulz & Beach, 1999).Literature highlights that informal carers often express the need for help, not only in terms of financial assistance, as often proposed by social institutions, but also in regards to social and emotional support (Brownsell et al., 2012; Magnusson et al., 2004; ...

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“…Doorman (2005) proposed that the application of guided reinvention in teaching modelling helps secondary school students achieve a better understanding of graphing change. Others (Jurow 2005;McArdle and Ackland 2007;van der Sanden and Teurlings 2003) have argued that learning from practical experiences, project-based curricula, or authentic assignments improves transfer of knowledge. Guile and Young (2003) are more critical, arguing that participation in a 'community of practice' alone is not sufficient for knowledge acquisition, and that teachers should pay explicit attention to relating situated knowledge to more general knowledge.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Learning in the school workplace: knowledge acquisition and modelling in preparatory vocational secondary education

Schaik

Oers

Terwel

2010

Journal of Vocational Education & Training

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This paper addresses the composite question of whether it is better in vocational education to allow students to design their own models and guide them while doing so, or to provide them with ready-made models. To answer this question we set up a design experiment in which students were asked to work on real-life assignments, guided by teachers in the process of designing their products while learning the necessary concepts and skills as they went along. The use of models was required during the design stage. The students were asked to design and build a tandem tricycle during a 10-week period. The experimental sample comprised two schools and 65 students, aged 15 years. A pre-test-post-test control group design was used to determine the results. The two conditions differed in the way models were taught: in the experimental condition the models were co-operatively designed by the students under teacher guidance; in the control condition, readymade models were provided. It was hypothesised that the students in the experimental condition would outperform their counterparts in the control condition on knowledge and modelling. However, it was found that both groups scored equally well on the post-knowledge test in science and mathematics, while the experimental group gained more on modelling. Implications for teacher guidance and school climate are discussed.

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The demands of the double shift: communities of practice in continuing professional development

Cited by 17 publications

References 16 publications

‘It's more than stick and rudder skills’: an aviation professional development community of practice

‘It's more than stick and rudder skills’: an aviation professional development community of practice

ECSCW 2013 Adjunct Proceedings The 13th European Conference on Computer Supported Cooperative Work 21 - 25. September 2013, Paphos, Cyprus

Learning in the school workplace: knowledge acquisition and modelling in preparatory vocational secondary education

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