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University to work transition: Implications for the evaluation and design of online communities of practice

Herrington, A. and Herrington, J.ORCID: 0000-0002-9960-4677 (2004) University to work transition: Implications for the evaluation and design of online communities of practice. In: ASCILITE 2004 Conference, 5 - 8 December 2004, Perth, W.A. pp. 379-386.

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Of all the professions, it could be argued that the transition from university to work is most difficult and problematic for teachers. In this paper, the authors argue that the separation of university training and school placement has caused many problems for the induction of beginning teachers, as attested by soaring attrition rates in the first five years of teaching, in many countries throughout the world. The authors describe the lessons that can be learned by examining theoretical perspectives associated with the apprenticeship system. Two theoretically derived constructs are highlighted: cognitive apprenticeships and legitimate peripheral participation. The implications these theories hold for the design of online communities of practice for beginning teachers is explored in relation to the amelioration of professional isolation. The paper describes in-progress research on the capability of the internet to provide professional support, together with examples of successful online communities of practice.

Item Type: Conference Paper
Copyright: 2004 ASCILITE
Conference Website:
Notes: Appears In: Beyond the comfort zone: Proceedings of the 21st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) 2004
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