Pre-Service Teachers’ Professional Identities in Work Integrated Learning: Experiences from A South African University
DOI:
https://doi.org/10.23918/ijsses.v11i1p62Keywords:
Identities, Pre-Service Teachers, Professional, Personal Construct Theory, South Africa, Teachers, Work Integrated LearningAbstract
The study explored the impact of work-integrated learning on shaping the professional identities of Postgraduate Certificate in Education (PGCE) pre-service teachers at a university in South Africa. The research employed a qualitative case study approach where data was generated using a semi-structured interview protocol with 26 PGCE pre-service teachers, 14 females and 12 males, that were purposively selected as the study sample. Data generated through the semi-structured interviews was analysed using thematic method. The study is framed using the Personal Construct Theory (PCT). According to the theory, constructs (professional identities) are drawn from the experiences and perceptions of individuals about a specific exercise, in this case, teaching practice. Thus, the application of PCT in the teaching practice exercise revealed that Work Integrated Learning (WIL) aided PGCE pre-service teachers in articulating the various constructs experienced during the WIL as it exposed them to mentor teachers and other staff members’ support. According to the findings, such exposure resulted in the development of professional identities in pedagogical knowledge, inclusive education strategy, classroom management and communication skills, and collaborative and administrative skills. Thus, it is concluded that the condition of the school environment can impact pre-service teachers’ development of professional identities. Based on the conclusion, recommendations were made, which include, among others, the need for robust collaboration between teacher training institutions (universities) and partner schools to ensure every member understands their role in providing the needed support for pre-service teachers at their respective learning sites and the need for the capacity building of mentors in schools who guide the pre-service teachers on a daily basis during teaching practice.
References
Abdullah, N. A. (2020). Comparative Study of Classroom Management Strategies employed by Public and Private School English Language Teachers. Journal of Education and Educational Development, 7(1), 71-86. http://jmsnew.iobmresearch.com/index.php/joeed/article/view/11
Aglazor, G. (2017). The role of teaching practice in teacher education programmes: designing framework for best practice. Global Journal of Educational Research, 16(2), 101-110. http://dx.doi.org/10.4314/gjedr.v16i2.4
Ahlin, E. M. (2019). Semi-structured interviews with expert practitioners: Their validity and significant contribution to translational research. In Sage Research Methods Cases Part 2. SAGE Publications, Ltd., https://doi.org/10.4135/9781526466037
Akar, H. (2007). Development and learning in classroom management. Academic Exchange Quarterly, 11(4), 45. https://www.researchgate.net/publication/262004510_Development_and_learning_in_classroom_management
Alharahsheh, H. H., & Pius, A. (2020). A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39-43. http://doi.org/10.36348/gajhss.2020.v02i03.001
Amnesty International. (2020). Broken and unequal: The state of education in South Africa. London: Amnesty International.
Anjum, S. (2020). Impact of internship programs on professional and personal development of business students: a case study from Pakistan. Future Business Journal, 6(1), 1-13. https://doi.org/10.1186/s43093-019-0007-3
Atkinson, G. (2021). What is Work Integrated Learning? https://myfuture.edu.au/career-articles/details/what-is-work-integrated-learning
Bernard Jr, M. (2015). The Good Teacher: An Investigation of the Core-Competencies and Attributes of an Effective Educator. University of Toronto. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=af61ffd78a60d7305ddc7df2a8971cf4b3a15d8e
Bertram, C., Mthiyane, N., & Mukeredzi, T. (2013). ‘It will make me a real teacher’: Learning experiences of part time PGCE students in South Africa. International Journal of Educational Development, 33(5), 448-456. https://doi.org/10.1016/j.ijedudev.2012.10.001
Bonarius, J. C. J. (1977). The interaction model of communication. In J. K. Cole & A. W. Landfield (Eds.), Nebraska Symposium on Motivation 1976: Personal Construct Psychology (pp. 291-343). Lincoln: University of Nebraska Press.
Botha, C. & Reyneke, E.M., (2020). ‘“WIL goes POP”: The role of a professional orientation programme in addressing the apprenticeship of observation in first-year Bachelor of Education students’, in J. De Beer, N. Petersen & H.J. Van Vuuren (eds.), Becoming a teacher: Research on the work-integrated learning of student teachers (NWU Self-Directed Learning Series Volume 4), pp. 215–245, AOSIS, Cape Town. https://doi.org/10.4102/aosis.2020.BK215.08
Botha, C. S., & Rens, J. (2018). Are they really ‘ready, willing and able’? Exploring reality shock in beginner teachers in South Africa. South African Journal of Education, 38(3), 1-8. https://doi.org/10.15700/saje.v38n3a1546
Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association. https://doi.org/10.1037/13620-004
Brown, J. (2019). IMF: Poor education hinders SA’s economic growth. https://www.news24.com/citypress/Business/imf-poor-education-hinders-sas-economic-growth-20190312 Business Tech. (2015) South Africa’s education vs the world (Online). https://businesstech.co.za/news/
Business Tech. (2015) South Africa’s education vs the world (Online). https://businesstech.co.za/news/lifestyle/87310/south-africas-education-system-vs-the-world/
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Cascio, W. S. (2013). Global performance management systems. In G. K. Stahl & I. Bjorkman (Eds), Handbook of research in international human resource management (pp. 176-196). Edward Elgar.Centre for Development and
Enterprise. (2023). The Silent Crisis: Time to Fix South Africa’s schools. https://www.cde.org.za/cde-media-release-the-silent-crisis-time-to-fix-south-africas-schools-28-march-2023/#:~:text=According%20to%20the%20World%20Bank,a%20similar%20GDP%20per%20capita.
Centre for Development and Enterprise. (2023). South Africa’s failing education system . Retrieved March 18, 2024, from https://www.cde.org.za/wp-content/uploads/2023/03/The-Silent-Crisis-South-Africas-failing-education-system.pdf
Chan, C. (2020). I know how it feels: how online mentors help pre-service teachers negotiate practicum tensions in the third space. Mentoring & Tutoring: Partnership in Learning, 28(2), 189–210. https://doi.org/10.1080/13611267.2020.1749348
Cherry, K. (2020). Personal Construct Theory Overview. Verry Well Mind.
Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating Teacher Participation in Teacher Education: A Review of the Literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618
Condy, J., & Blease, B. (2014). What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?. South African Journal of Childhood Education, 4(2), 36-56. http://www.scielo.org.za/pdf/sajce/v4n2/04.pdf
Coombs, H. (2022). Case Study Research Defined. https://doi.org/10.5281/zenodo.7604301
Delve, Ho, L., & Limpaecher, A. (2021). What is Peer Debriefing in Qualitative Research? https://delvetool.com/blog/peerdebriefing
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: a balance of relationship and rigour. Family medicine and community health, 7(2), e000057. https://doi.org/10.1136/fmch-2018-000057
Delve, Ho, L., & Limpaecher, A. (2021, September 17). The Practical Guide to Grounded Theory. Practical Guide to Grounded Theory Research. https://delvetool.com/groundedtheory
Department of Higher Education and Training. (2015). Revised Policy on the Minimum Requirements for Teacher Education Qualifications. Government Printer.
Dorasamy, N., (2018). Contextualising work-integrated ’learning. in N. Dorasamy, & R. Rampersad, (eds.), 2018, Critical perspectives on work-integrated learning in higher education institutions, pp. 1–31, Cambridge Scholars Publishing, Newcastle.
Du Plessis, J. (2019). Stakeholders’ viewpoints on work-integrated learning practices in radiography training in South Africa: Towards improvement of practice. Radiography, 25(1), 16–23 https://doi.org/10.1016/j.radi.2018.06.011
FMECDG (Federal Ministry for Economic Cooperation and Development, Germany). (2013) Charter for the future: One world – our responsibility (Online). https://www.bmz.de/en/publications/type_of_publication/information_flyer/information_brochures/Materialie244a_zukunftscharta.pdf/
Gillett-Swan, J., & Grant-Smith, D. (2017). Complex, compound and critical: Recognising and responding to the factors influencing diverse pre-service teacher experiences of practicum. Asia-Pacific Journal of Teacher Education, 45(4), 323–326 https://doi.org/10.1080/1359866x.2017.1343590
Gonzales, M. G., & Dinagsao, A. V. (2020). Collaborative skills of pre-service teachers. Asia Pacific Journal of Social and Behavioral Sciences, 17, 1-6. https://doi.org/10.57200/apjsbs.v17i2599-4891.221
Grice, J., Burkley, E., Burkley, M., Wright, S., & Slaby, J. (2004). A sentence completion task for eliciting personal constructs in specific domains. Personal Construct Theory & Practice, 1(2), 60-75. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=8857da94a77f9389c044a601fd8b0ef85c91f136
Griful-Freixenet, J., Vantieghem, W., Gheyssens, E., & Struyven, K. (2020). Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers. International Journal of Inclusive Education, 1-18. https://doi.org/10.1080/13603116.2020.1862404
Groenewald, T. (2004). Towards a definition for cooperative education. International Handbook for Cooperative Education: An international perspective of the theory, research and practice of work-integrated learning, 17–25. http://hdl.voced.edu.au/10707/21310
Guzman, R. B. (2023). Perception, Challenges, And Academic Performance of Pre-Service Teachers in Student Teaching. Journal for Educators, Teachers and Trainers,14(5). 238-253. https://doi.org/10.47750/jett.2023.14.05.024
Ha, N. T. N. (2022). The involvement of industry professionals and barriers to involvement in work-integrated learning: the case of the profession-oriented higher education framework in Vietnam. Journal of Education and Work, 35(1), 92-107. https://doi.org/10.1080/13639080.2021.2018408
Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. https://doi.org/10.1016/j.tate.2010.06.003
Jiyane, L., & Gravett, S. J. (2019). The practice learning experiences of student teachers at a rural campus of a South African university. South African Journal of Childhood Education,9(1), 1–9. https://doi.org/10.4102/sajce.v9i1.702
Kelly, G. A. (1955). The psychology of personal constructs. Volume 1: A theory of personality. WW Norton and Company.Khalid, F. (2014). The impact of teaching practice experience in shaping pre-service teachers’ professional identities. Mediterranean Journal of Social Sciences, 5(20), 1921. https://doi.org/10.5901/mjss.2014.v5n20p1921
Khalid, F. (2014). The impact of teaching practice experience in shaping pre-service teachers’ professional identities. Mediterranean Journal os Social Sciences, 5. https://doi.org/10.5901/mjss.2014.v5n20p1921
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
Kiggundu, E. M., & Nayimuli, S. T. (2009). Teaching practice: A make or break phase for student teachers. South African journal of education, 29(3). https://doi.org/10.15700/saje.v29n3a129
Kihwele, J. E., & Mtandi, R. (2020). Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania. East African Journal of Education and Social Sciences (EAJESS), 1(1), 101-111. https://doi.org/10.46606/eajess2020v01i01.0011
Kington, A., Reed, N., & Sammons, P. (2014). Teachers’ constructs of effective classroom practice: variations across career phases. Research Papers in Education, 29(5), 534-556. https://doi.org/10.1080/02671522.2013.825309
Kurz, T. L., Kleinsasser, R., & Kokić, I. B. (2019, March). The use of Personal Construct Theory to Research the Benefits and Constraints of Technologies from the Participants’ Perspectives. In Society for Information Technology & Teacher Education International Conference (pp. 1181-1184). Association for the Advancement of Computing in Education (AACE). Retrieved February 27, 2024 from https://www.learntechlib.org/primary/p/207795/.
Lee, I. (2015). Student teachers’ changing beliefs on a pre-service teacher education course in Hong Kong. In Experiences of second language teacher education (pp. 15-41). Palgrave Macmillan, London.Mabena, N., Mokgosi, P.
N., & Ramapela, S. S. (2021). Factors contributing to poor learner performance in mathematics: A case of selected schools in Mpumalanga Province, South Africa. Problems of Education in the 21st Century, 79(3), 451. https://doi.org/10.33225/pec/21.79.451
Mabena, N., Mokgosi, P. N., & Ramapela, S. S. (2021). Factors contributing to poor learner performance in mathematics: A case of selected schools in Mpumalanga province, South Africa. Problems of Education in the 21st Century, 79(3), 451. https://doi.org/10.33225/pec/21.79.451
Macario, C. J. M. (2018). Analysis of nurse educators’ experiences using the Hudson five-factor model: Basis for a proposed mentoring resource material. International Journal of Biosciences, Psychiatry and Technology, 5(1), 1–11. Retrieved from https://www.proquest.com/scholarly-journals/analysis-nurse-educators-experiences-using-hudson/docview/2240049334/se-2?accountid=36534
Majoko, T., & Phasha, N. (2018). The state of inclusive education in South Africa and the implications for teacher training programmes. University of South Africa. British Council South Africa. https://www.britishcouncil.org.za/sites/default/files/teaching_for_all_research_report_the_state_of_inclusive_education_in_south_africa_and_the_implications_for_teacher_training_programmes.pdf
Manasia, L., Ianos, M. G., & Chicioreanu, T. D. (2020). Pre-service teacher preparedness for fostering education for sustainable development: An empirical analysis of central dimensions of teaching readiness. Sustainability (Switzerland), 12(1), 4–6. https://doi.org/10.3390/SU12010166
Mangope, B., Otukile-Mongwaketse, M., Dinama, B., & Kuyini, A. B. (2018). Teaching practice experiences in inclusive classrooms: the voices of university of Botswana special education student teachers. International Journal of Whole Schooling, 14(1), 57-92. https://files.eric.ed.gov/fulltext/EJ1179678.pdf
Mannathoko, M. C. (2013). Does Teaching Practice Effectively Prepare Student-Teachers to Teach Creative and Performing Arts? The Case of Botswana. International Journal of Higher Education, 2(2), 115–121. https://doi.org/10.5430/ijhe.v2n2p115
Manzar-Abbass, S. S., Malik, N. A., Khurshid, M. A., & Ahmad, S. (2017). Impact of mentoring on teachers’ professional development: Mentees’ perceptions. New Horizons, 11(1), 85. https://www.proquest.com/scholarly-journals/impact-mentoring-on-teachers-professional/docview/1881097759/se-2
McQualter, J. W. (1986). Becoming a mathematics teacher: The use of personal construct theory. Educational Studies in Mathematics, 17(1), 1-14. https://doi.org/10.1007/BF00302375
Mdluli, K. S. (2020). Exploring pre-service teachers’ experiences of teaching accounting in a rural context during teaching practice from one higher education Institution in Kwazulu-Natal (Doctoral dissertation). https://ukzn-dspace.ukzn.ac.za/handle/10413/19672
Methlagl, M. (2022). Patterns of teacher collaboration, professional development and teaching practices: A multiple correspondence analysis of TALIS 2018. International Journal of Educational Research Open, 3, 100137. https://doi.org/10.1016/j.ijedro.2022.100137
Meutia, P. D., Elyza, F., & Yusnila, Y. (2018). Pre-Service Teachers Performance Post Microteaching Class in Field Experience Program. Englisia: Journal of Language, Education, and Humanities, 5(2), 102-112. http://dx.doi.org/10.22373/ej.v5i2.2889
Mgeni, P. L., & Anangisye, W. A. L. (2017). The Roles of Experienced Teachers in Inducting Novice Teachers in Tanzania. Huria: Journal of the Open University of Tanzania, 24(3), 126-149. https://www.ajol.info/index.php/huria/article/view/175355 Modise, A. M. (2016). Pedagogical content knowledge challenges of accounting teachers. International Journal of Educational Sciences, 13(3), 291–297 https://doi.org/10.31901/24566322.2016/13.03.06
Modise, A. M. (2016). Pedagogical content knowledge challenges of accounting teachers. International Journal of Educational Sciences, 13(3), 291-297. https://doi.org/10.1080/09751122.2016.11890464
Moser, A., & Korstjens, I. (2017). Series: Practical guidance to qualitative research. Part 1: Introduction. European Journal of General Practice, 23(1), 271-273. https://doi.org/10.1080/13814788.2017.1375093
Moss, J. M., Gibson, D. M., & Dollarhide, C. T. (2014). Professional identity development: A grounded theory of transformational tasks of counselors. Journal of counseling & development, 92(1), 3-12. https://doi.org/10.1002/j.1556-6676.2014.00124.x
Mpofu, N., & Maphalala, M. C. (2018). A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach. TD: The Journal for Transdisciplinary Research in Southern Africa, 14(2), 1-9. https://hdl.handle.net/10520/EJC-11caf06a62
Mufidah, N. (2019). The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97-114. http://doi.org/10.21093/di.v19i1.1469
Mukeredzi, T. G., & Manwa, L. (2019). Inside Mentor-Mentee Meetings in Pre-Service Teacher School based Teaching Practice in Zimbabwe. Australian Journal of Teacher Education, 44(7), 31–52. http://dx.doi.org/10.14221/ajte.2019v44n7.3
Mumford, J.G. & Roodhouse, S. (2010). Understanding Work-Based Learning, Farnham: Gower.
Munjita, M. (2019). An analysis of mentoring practices experienced by student teachers during teaching practice: a case of Evelyn Hone College (Doctoral dissertation). University of Zambia. http://dspace.unza.zm/handle/123456789/7168
Nakpodia, E. D. (2011). Teacher and the student practice teaching programme in Nigerian educational system. International Journal of Educational Administration and policy studies, 2(3), 33-39. http://www.academicjournals.org/IJEAPS
Ndebele, C. (2020). Nurturing Research Capacity Among Emerging Academics through Mentoring: Reflections from a Pilot at a Historically Disadvantaged South African University. African Journal of Gender, Society and Development, 9 (4), 59-83. https://doi.org/10.31920/2634-3622/2020/v9n4a3
Ndebele, C., & Legg-Jack, D. W. (2022). The impact of mentoring in the development of pre-service teachers from a university in South Africa. International Journal of Learning, Teaching and Educational Research, 21(3), 88-105. https://doi.org/10.26803/ijlter.21.3.6
Nghia, T. L. H., & Duyen, N. T. M. (2018). Internship-related learning outcomes and their influential factors: The case of Vietnamese tourism and hospitality students. Education & training, 60(1), 69-81. https://doi.org/10.1108/ET-02-2017-0030
Nghia, T. L. H., & Tai, H. N. (2017). Preservice teachers’ identity development during the teaching internship. Australian Journal of Teacher Education (Online), 42(8), 1-15. https://search.informit.org/doi/10.3316/informit.025855322141844
Nkambule, T. C. (2017). Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve. South African Journal of Higher Education, 31(1), 191-206. https://doi.org/10.20853/31-1-901
Oparah, J. S., Nwoke, B., & Ikwuanusi, E. N. (2017). Influence of teaching practice exercise on pre-service teachers’ professional development. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(5), 34-39. https://doi.org/10.9790/7388-0705073439
Paszkowska-Rogacz, A., & Kabzinska, Z. (2012). Applications of Kelly’s personal construct theory to vocational guidance. Online Submission, 2(7), 408-421. https://files.eric.ed.gov/fulltext/ED535730.pdf
Petre, G. E. (2022, March). Training Pre-Service Teachers for Classroom Management Through Study Groups. In Proceedings of INTED2022 Conference (Vol. 7, p. 8th).Ramirez, I. A. L. (2020). Pre-service teachers’ perceived level of teaching skills. Journal of Education in Black Sea Region, 6(1), 97-109. https://doi.org/10.31578/jebs.v6i1.222
Ramirez, I. A. L. (2020). Pre-service teachers’ perceived level of teaching skills. Journal of Education in Black Sea Region, 6(1), 97-109. https://doi.org/10.31578/jebs.v6i1.222
Ramírez Montoya, M. S., & Matsumoto Royo, K. (2021). Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation, 70, Article 101047. https://doi.org/10.1016/j.stueduc.2021.101047
Reddy, V., Visser, M., Winnaar, L., Arends, F., Juan, A., Prinsloo, C. H., & Isdale, K. (2016). TIMSS 2015: Highlights of mathematics and science achievement of Grade 9 South African learners. Commissioned by the Department of Basic Education, December. HSRC. http://hdl.handle.net/20.500.11910/10673
Ruslin, R., Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured Interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22-29. https://doi.org/10.9790/7388-1201052229
Rusznyak, L., & Bertram, C. (2021). Conceptualising work-integrated learning to support pre-service teachers’ pedagogic reasoning. Journal of Education (University of KwaZulu-Natal), (83), 34-53. http://dx.doi.org/10.17159/2520-9868/i83a02.
Sarraf-Yazdi, S., Teo, Y. N., How, A. E. H., Teo, Y. H., Goh, S., Kow, C. S., … & Krishna, L. K. R. (2021). A scoping review of professional identity formation in undergraduate medical education. Journal of General Internal Medicine, 36(11), 3511-3521. https://doi.org/10.1007/s11606-021-07024-9
Sarraf-Yazdi, S., Teo, Y. N., How, A. E. H., Teo, Y. H., Goh, S., Kow, C. S., … & Krishna, L. K. R. (2021). A scoping review of professional identity formation in undergraduate medical education. Journal of general internal medicine, 36(11), 3511-3521. https://doi.org/10.1007/s11606-021-07024-9
Shapiro, B. L. (1991). A Collaborative Approach to Help Novice Science Teachers Reflect on Changes in Their Construction of the Role of Science Teacher. Alberta Journal of Educational Research, 37(2), 119-32.
Stavridis, P., & Papadopoulou, V. (2022). The contribution of teaching practice to preservice teachers’ training–empirical research of the Department of Primary Education of Western Macedonia University Students’ Evaluation. Educational Process: International Journal. 11(4): 92-111. https://doi.org/10.22521/edupij.2022.114.5
Suyatno, S., Wantini, W., Pambudi, D. I., Muqowim, M., Tinus, A., & Patimah, L. (2023). Developing pre-service teachers’ professionalism by sharing and receiving experiences in the kampus mengajar program. Education Sciences, 13(2), 143. https://doi.org/10.3390/educsci13020143
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. https://doi.org/10.3102/0034654313483907Trede, F. (2012). Role of work-integrated learning in developing professionalism and professional identity. International Journal of Work-Integrated Learning, 13(3), 159.
Trede, F. (2012). The role of work-integrated learning to develop professionalism and professional identity. Asia-Pacific Journal of Cooperative Education, 13(3), 159-167.
Van Niekerk, T. R. Y. N. A. (2018). Chapter Three: The Rationale, Value, Benefits and Challenges of Work Integrated Learning Towards Employability of Graduates. Critical perspectives on work-integrated learning in higher education institutions, 55. https://www.cambridgescholars.com/resources/pdfs/978-1-5275-0677-0-sample.pdf
Wenger, E. (1998). Communities of practice. Cambridge University Press.
Wenger, E. (2010). Conceptual tools for CoPs as social learning systems: Boundaries, identity, trajectories, and participation. In C. Blackmore (Ed.), Social learning systems and communities of practice (pp. 125–143). Springer. https://doi.org/10.1007/978- 1-84996-133-2_11
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press
Williams, K.C., & Williams, C.C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1–18.
Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44(2014), 1-12. https://doi.org/10.1016/j.system.2014.02.002
Zeiger, S. (2018). List of Core Competencies for Educators. https://work.chron.com/list-core-competencies-educators-8916.html
Zhao, H., & Zhang, X. (2017). The influence of field teaching practice on pre-service teachers’ professional identity: A mixed methods study. Frontiers in Psychology, 8, 1264. https://doi.org/10.3389/fpsyg.2017.01264
Downloads
Published
Issue
Section
License
International Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
