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

cityu.site	Seattle
cityu.site.country	United States
dc.contributor.author	Henley, Arden
dc.date.accessioned	2016-10-28T22:40:47Z
dc.date.available	2016-10-28T22:40:47Z
dc.date.issued	2013
dc.description.abstract	This 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.uri	http://hdl.handle.net/20.500.11803/540
dc.language.iso	en
dc.publisher	CreateSpace
dc.publisher.institution	City University of Seattle (CityU)
dc.relation.ispartof	Innovations in Teaching Adults
dc.relation.ispartofseries	Proven practices in higher education;
dc.rights	Attribution-NonCommercial-NoDerivs 3.0 United States
dc.rights	openAccess
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subject	profession as social entity
dc.subject	professional education
dc.subject	promoting communities of practice
dc.title	Legitimate Peripheral Participation: Learning Reconceived as a Transformation of Social Identity
dc.type	Book Chapter

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