Exploring the value of community-based learning in a professional doctorate
A practice theory perspective
Bibliographic Data
| ID | 21458813 |
|---|---|
| Authors | Veselina Lambrev (0000-0003-3622-6485, University of South Florida, corresponding author) |
| Year | 2023 |
| Volume | 45 |
| Issue | 1 |
| Pages | 37-53 |
| Publication date | 2023-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2021.1982689 |
| OpenAlex | W3211858527 |
| Language | EN |
| Citations received | 2 |
| References cited | 25 |
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
Best practice · Community of practice · Faculty Development · Learning community · Management · Pedagogy · Perception · Political science · Professional development · Professional learning community · Qualitative research · Social science · Sociology · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Service-Learning and Community Engagement
Changing Practices, Changing Education
The reflective practitioner
A practice theory perspective on learning
The Site of the Social
The design of doctorate curricula for practising professionals
Our Own Liberation
Reclaiming Education’s Doctorates
Searching for 'doctorateness
Situated Learning
Toward a Theory of Social Practices
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |