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dc.contributor.authorRoss, Laurie
dc.identifier.citationRoss, 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.en_US
dc.description.abstractTraditional 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.en_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleBecoming a Youth Worker in a Classroom Community of Practiceen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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