Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/85438
Title: Educating through communities of practice
Other Titles: Teacher education matters : transforming lives...Transforming schools
Authors: Sultana, Carl-Mario
Keywords: Catholic schools
Communities of practice
Constructivism (Education)
Education -- Philosophy
Issue Date: 2019
Publisher: University of Malta. Faculty of Education
Citation: Sultana, C. M. (2019). Educating through communities of practice. In C. Bezzina & S. Caruana (Eds.), Teacher education matters : transforming lives...Transforming schools (pp. 190-199). Malta: University of Malta, Faculty of Education.
Abstract: The aim of this paper is an attempt at building a bridge between education and situated learning. The etymology of the word education outlines the two major ways of envisioning education. The meaning which we give to the term ‘education’ surely influences the ways in which the process of education unfolds and is actually conducted. The Constructivist Approach which is being used in education today is characterised by its studentcenteredness rather than teacher‑ centeredness. The adoption of Communities of Practice from the industrial sphere to the realm of Catholic schools is a way in which education as bringing forth from the student (e‑ducere) and the constructivist approach developed earlier can be put into practice in Catholic Schools. Communities of practice create the right condition for situated learning in Catholic schools today. It is here that legitimate peripheral participation can be put into practice, thus fulfilling the Church’s mission of evangelisation in our contemporary culture by drawing students from the periphery of the educational endeavour, making them active participants at the core.
URI: https://www.um.edu.mt/library/oar/handle/123456789/85438
Appears in Collections:Scholarly Works - FacThePTL

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