Exploring the Value of Community-Based Learning in a Professional Doctorate: A Practice Theory Perspective

Autor/in	Lambrev, Veselina
Titel	Exploring the Value of Community-Based Learning in a Professional Doctorate: A Practice Theory Perspective
Quelle	In: Studies in Continuing Education, 45 (2023) 1, S.37-53 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2021.1982689
Schlagwörter	Doctoral Programs; Doctoral Students; Professional Education; Problem Solving; Equal Education; Interpersonal Relationship; Service Learning; Student Attitudes; Schools of Education; Consultants; School Community Relationship; Social Theories; Program Descriptions; Kindergarten; Elementary Secondary Education; Public Schools; Private Schools; Malayo Polynesian Languages; Elementary School Students; Hawaii + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Berufsausbildung; Problemlösen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Service-Learning; Schülerverhalten; Erziehungswissenschaftliche Fakultät; Consultant; Berater; Gesellschaftstheorie; Public school; Öffentliche Schule; Private school; Privatschule
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01