Legitimate Peripheral Participation: Learning Reconceived as a Transformation of Social Identity

cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorHenley, Arden
dc.date.accessioned2016-10-28T22:40:47Z
dc.date.available2016-10-28T22:40:47Z
dc.date.issued2013
dc.description.abstractThis chapter responds to a critical and often overlooked dimension of the graduate education of professionals. It presents an approach to teaching and learning that is fully compatible with performance-based ideas and a focus on outcomes, while incorporating the perspective of the profession as a social entity.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/540
dc.language.isoen
dc.publisherCreateSpace
dc.publisher.institutionCity University of Seattle (CityU)
dc.relation.ispartofInnovations in Teaching Adults
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectprofession as social entity
dc.subjectprofessional education
dc.subjectpromoting communities of practice
dc.titleLegitimate Peripheral Participation: Learning Reconceived as a Transformation of Social Identity
dc.typeBook Chapter
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