New academics negotiating communities of practice: learning to swim with the big fish

 

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dc.contributor.author Jawitz, Jeff en_ZA
dc.date.accessioned 2014-10-28T14:10:20Z
dc.date.available 2014-10-28T14:10:20Z
dc.date.issued 2007 en_ZA
dc.identifier.citation Jawitz, J. 2007. New academics negotiating communities of practice: learning to swim with the big fish. Teaching in Higher Education. en_ZA
dc.identifier.issn 1356-2517 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/8878
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 5 June 2008, available online: http://www.tandfonline.com/10.1080/13562510701191943. en_ZA
dc.description.abstract This paper explores the use of situated cognition theory to investigate how new academics learn to judge complex student performance in an academic department at a South African university. The analysis revealed the existence of two largely separate communities of practice within the department, one centred on the provision of undergraduate teaching and the other on the production of research. Newcomers follow a range of trajectories in the course of their identity construction as academics and their learning is strongly shaped by their histories and individual experiences of negotiating their way into and across these key communities of practice. Learning to assess student performance in an Honours research paper was found to be integrally linked to the process of gaining entry into the research community of practice with limited opportunity for legitimate peripheral participation given the high stakes context within which assessment decisions are made. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source Teaching in Higher Education en_ZA
dc.source.uri http://dx.doi.org/10.1080/13562510701191943 en_ZA
dc.title New academics negotiating communities of practice: learning to swim with the big fish en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department Dean's Office: CHED en_ZA
uct.type.filetype Text
uct.type.filetype Image


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