Becoming a Teacher Educator: Legitimate Participation and the Reflexivity of Being Situated

MacPhail, Ann (2014) Becoming a Teacher Educator: Legitimate Participation and the Reflexivity of Being Situated. In: Self-Study in Physical Education Teacher Education. Self-Study of Teaching and Teacher Education Practices (13). Springer International Publishing, pp. 47-62. ISBN 978-3-319-05662-3, 978-3-319-05663-0

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Official URL: http://link.springer.com/chapter/10.1007/978-3-319...

Abstract

My entry to, and development in, physical education teacher education (PETE) is mapped to Lave and Wenger’s (Situated learning: legitimate peripheral participation. Cambridge University Press, Cambridge, 1991) concept of legitimate peripheral participation (LPP). The intention is to encourage physical education teacher educators to consider utilising the concept of LPP to guide self-study that explores the extent to which their learning trajectory enhances or inhibits the move towards full participation in a PETE community of practice (whatever that is determined to be). The chapter examines the experiences and challenges faced as I strove towards investing in a professional PETE community that resided within a university department.

Item Type: Book Section
Uncontrolled Keywords: Teaching and Teacher Education
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 09:52
URI: http://eprints.teachingandlearning.ie/id/eprint/2827

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