Learning as Acquiring a Discursive Identity through Participation in a Community: Improving Student Learning in Engineering Education

Autor/inn/en	Allie, Saalih; Armien, Mogamat Noor; Burgoyne, Nicolette; Case, Jennifer M.; Collier-Reed, Brandon I.; Craig, Tracy S.; Deacon, Andrew; Fraser, Duncan M.; Geyer, Zulpha; Jacobs, Cecilia; Jawitz, Jeff; Kloot, Bruce; Kotta, Linda; Langdon, Genevieve; le Roux, Kate; Marshall, Delia; Mogashana, Disaapele; Shaw, Corrinne; Sheridan, Gillian; Wolmarans, Nicolette
Titel	Learning as Acquiring a Discursive Identity through Participation in a Community: Improving Student Learning in Engineering Education
Quelle	In: European Journal of Engineering Education, 34 (2009) 4, S.359-367 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
Schlagwörter	Stellungnahme; Engineering Education; Teaching Methods; Vignettes; Discourse Communities; Communities of Practice; Student Characteristics; Aptitude Treatment Interaction; Learning Theories; Foreign Countries; Student Participation; Educational Strategies; Learning Strategies; South Africa + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Learning theory; Lerntheorie; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students' identities are constituted through engaging in discourse. This view of learning implies that success in engineering studies needs to be defined with particular reference to the sorts of identities that students develop and how these relate to identities in the world of work. In order to achieve successful learning in engineering, we need to recognise the multiple identities held by our students, provide an authentic range of engineering-related activities through which students can develop engineering identities and make more explicit key aspects of the discourse of engineering of which lecturers are tacitly aware. We include three vignettes to illustrate how some of the authors of this paper (from across three different institutions) have applied this perspective of learning in their teaching practice. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10