{"title":"以社区为基础的专业博士学习的价值探讨:一个实践理论的视角","authors":"Veselina S. Lambrev","doi":"10.1080/0158037X.2021.1982689","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study reports on the value of community-based learning for the preparation of EdD graduates as practitioner researchers. To provide insights about the conditions that facilitated or constrained the development of inquiry abilities, the study applied a qualitative research approach examining the perceptions of 14 doctoral students who completed four community-based ‘group consultancy’ projects as part of their preparation in a U.S. professional education practice programme. Practice theory, in particular the concept of practice architectures, was applied as a frame to examine how learners engaged with and drew upon the conditions embedded in the projects’ sites. The analysis identified five themes that showed how students perceived the value of community-based learning: (1) building confidence in solving problems of practice; (2) learning new academic practices; (3) awareness of equity issues; (4) building relationships; and (5) constraints for learning. This research yields implications about the use of the consultancy model as a way to increase the value EdD programmes add to the local communities they serve.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the value of community-based learning in a professional doctorate: A practice theory perspective\",\"authors\":\"Veselina S. Lambrev\",\"doi\":\"10.1080/0158037X.2021.1982689\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This study reports on the value of community-based learning for the preparation of EdD graduates as practitioner researchers. To provide insights about the conditions that facilitated or constrained the development of inquiry abilities, the study applied a qualitative research approach examining the perceptions of 14 doctoral students who completed four community-based ‘group consultancy’ projects as part of their preparation in a U.S. professional education practice programme. Practice theory, in particular the concept of practice architectures, was applied as a frame to examine how learners engaged with and drew upon the conditions embedded in the projects’ sites. The analysis identified five themes that showed how students perceived the value of community-based learning: (1) building confidence in solving problems of practice; (2) learning new academic practices; (3) awareness of equity issues; (4) building relationships; and (5) constraints for learning. This research yields implications about the use of the consultancy model as a way to increase the value EdD programmes add to the local communities they serve.\",\"PeriodicalId\":46790,\"journal\":{\"name\":\"Studies in Continuing Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2021-10-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Continuing Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0158037X.2021.1982689\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Continuing Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0158037X.2021.1982689","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring the value of community-based learning in a professional doctorate: A practice theory perspective
ABSTRACT This study reports on the value of community-based learning for the preparation of EdD graduates as practitioner researchers. To provide insights about the conditions that facilitated or constrained the development of inquiry abilities, the study applied a qualitative research approach examining the perceptions of 14 doctoral students who completed four community-based ‘group consultancy’ projects as part of their preparation in a U.S. professional education practice programme. Practice theory, in particular the concept of practice architectures, was applied as a frame to examine how learners engaged with and drew upon the conditions embedded in the projects’ sites. The analysis identified five themes that showed how students perceived the value of community-based learning: (1) building confidence in solving problems of practice; (2) learning new academic practices; (3) awareness of equity issues; (4) building relationships; and (5) constraints for learning. This research yields implications about the use of the consultancy model as a way to increase the value EdD programmes add to the local communities they serve.
期刊介绍:
Studies in Continuing Education is a scholarly journal concerned with all aspects of continuing, professional and lifelong learning. It aims to be of special interest to those involved in: •continuing professional education •adults learning •staff development •training and development •human resource development