Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1220
Title: Becoming a Youth Worker in a Classroom Community of Practice
Authors: Ross, Laurie
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Ross, L. (2014). Becoming a Youth Worker in a Classroom Community of Practice. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 957-961.
Abstract: Traditional university classrooms are more conducive to learning about youth work than they are learning how to become a youth worker. In this paper, I explore how a university classroom can function as a community of practice (CoP) in which actionable youth worker expertise is transmitted. Through narrative analysis of two youth worker dilemma stories, I show how a classroom-based CoP facilitates the development of three youth work `abilities.' These abilities include: how to frame complex and ambiguous youth work problems; how to bring personal knowledge into practice; and how to reflect-on and -in practice.
URI: https://doi.dx.org/10.22318/icls2014.957
https://repository.isls.org//handle/1/1220
Appears in Collections:ICLS2014

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