文章基本信息

标题：Legitimate peripheral participation of pre-service science teachers: Collaborative reflections in an online community of practice, Twitter
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作者：Minkee Kim ; Bulent Cavas
期刊名称：Science Education International
印刷版ISSN：1450-104X
电子版ISSN：2077-2327
出版年度：2013
卷号：24
期号：3
出版社：International Council of Associations for Science Education (ICASE)
摘要：As a key to decide a success or risk of a community of practice, legitimacy ofa participant has been conceptually discussed in abundant theoretical literature. Achieving legitimacy is interpreted as gaining credibility from peers, enlarging divisions of labor in a social environment, collecting reinforcement from colleague teachers in the progress model of collaborative reflection, increasing social recognition, and demonstrating leadership. However, there has not been afeasible,empirical measurement of legitimacy,other than measuring a time variable of a novice participant. Hence, this study examined a community of practice developed for a course of school internship. During the 14-week course,the author assisted to implement a community of practice on the social network service—Twitter, working with 28 pre-service teachers and 2 instructors. Findings show that counting citations is a valid measurement of socially-recognized legitimacy identified in branch-shape conversations. Thus, numbers of posted messages and received citations are efficient and valid measurements to categorize the participants into contributors, advisors, audiences, and silent participants. Further research questions are discussed in terms of promoting silent participants into contributors along with enhancement of the current method that employs relative t-scores
关键词：community of practice; legitimate peripheral particip;ation; ;legitimacy; silent participant