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Volumn 8, Issue 1, 2004, Pages 21-31

Rethinking the concept of community of practice in relation to schoolteachers’ workplace learning

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EID: 28444482970     PISSN: 13603736     EISSN: 14682419     Source Type: Journal    
DOI: 10.1111/j.1360-3736.2004.00193.x     Document Type: Article
Times cited : (102)

References (20)
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  • 8
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    • Activity theory and individual and social transformation
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    • (1999) Perspectives on Activity Theory
    • Engestrom, Y.1
  • 9
    • 0012818554 scopus 로고    scopus 로고
    • Expansive Learning at Work: towards an activity-theoretical reconceptualisation
    • Engestrom, Y. (2001), Expansive Learning at Work: towards an activity-theoretical reconceptualisation, Journal of Education and Work, 14, 133–56.
    • (2001) Journal of Education and Work , vol.14 , pp. 133-156
    • Engestrom, Y.1
  • 11
    • 1642521412 scopus 로고    scopus 로고
    • Individuals, communities of practice and the policy context: school-teachers learning in their workplace
    • Hodkinson, P. and Hodkinson, H. (2003), Individuals, communities of practice and the policy context: school-teachers learning in their workplace, Studies in Continuing Education, 25, 3–21.
    • (2003) Studies in Continuing Education , vol.25 , pp. 3-21
    • Hodkinson, P.1    Hodkinson, H.2
  • 12
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    • The significance of individuals’ dispositions in workplace learning: a case study of two teachers
    • (in press)
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    • Journal of Education and Work
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    • Teaching, as learning, in practice
    • Lave, J. (1996), Teaching, as learning, in practice, Mind, Culture and Society, 3, 149–64.
    • (1996) Mind, Culture and Society , vol.3 , pp. 149-164
    • Lave, J.1
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    • Cognitive consequences of formal and informal education
    • Scribner, S. and Cole, M. (1973), Cognitive consequences of formal and informal education, Science, 182, 553–9.
    • (1973) Science , vol.182 , pp. 553-559
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  • 18
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    • On two metaphors for learning and the dangers of choosing just one
    • Sfard, A. (1998), On two metaphors for learning and the dangers of choosing just one, Educational Researcher, 27, 4–13.
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