munity of practice” in their book, Situated Learning: Legitimate Peripheral Participation.1In the book, they argue that learning occurs as one partici- pates in a community of practice. “Learning involves the whole person; it. Lave and Wenger () have described as "legitimate peripheral participation", meaning that individuals learn in communities through interactions. They construct knowledge through participation in activities, which are imposed by history, .
The Transition of Students to Higher Education: Legitimate Peripheral Participation in a Community of Practice? / Tobbell, Jane; O'Donnell, Victoria L. In: Adult Education Quarterly, Vol. 57, No. 4, , p. Research output: Contribution to journal › Article › peer-reviewCited by: Oct 05, · “Situated Learning: Legitimate Peripheral Participation” has as its central defining characteristic, that it actually takes a village to raise a child, to develop mastery of knowledge and skill required to move toward full participation .
Lave and Wenger call this a process of “legitimate peripheral participation”. Knowledge needs to be presented in authentic contexts — settings and . Legitimate Peripheral Participation in a Summer Research Seminar The teacher fellows engaged in multiple forms of legitimate peripheral participation within this community of practice. Though our participants were veteran teachers with experience with urban youth, they were new to the practice of critical penet.xyz Size: 33KB.