Communities of Practice that Contribute to Undergraduate Identity Construction: A Case Study

E. McClellan
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引用次数: 1

Abstract

The purpose of this study was to examine communities of practice that contribute to undergraduate professional identity construction. Participants were music education, performance, and therapy majors in a university school of music in the southern United States. Each participant completed an online survey regarding their experiences in school of music communities and the extent to which these communities developed their professionalism. Descriptive and correlational analyses of data show strong connections between school of music communities of practice and self-concept as a music educator, performer, or therapist. School of music communities of practice influence students’ views of themselves and how they believe others perceive them. Within these communities, student interaction and collaboration with their professors in a variety of settings inspire students to organize concrete images of the knowledge, competence, and professional work needed as a professional.
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有助于大学生身份建构的实践社区:一个案例研究
本研究的目的是探讨有助于大学生职业认同建构的实践社区。参与者是美国南部一所大学音乐学院音乐教育、表演和治疗专业的学生。每位参与者都完成了一份关于他们在音乐学校社区的经历以及这些社区在多大程度上发展了他们的专业精神的在线调查。对数据的描述性和相关性分析表明,音乐社区的实践与音乐教育家、表演者或治疗师的自我概念之间存在很强的联系。音乐学院的实践社区影响学生对自己的看法以及他们如何相信别人对他们的看法。在这些社区中,学生在各种环境中与教授互动和合作,激发学生组织作为专业人士所需的知识、能力和专业工作的具体形象。
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0.00%
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8
审稿时长
28 weeks
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