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Graduate Assistants' Workplace Learning

Discourse as non-formal learning promoting identity development

Katherine McKee

on 22 April 2010

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Transcript of Graduate Assistants' Workplace Learning

Doctoral Students' Identity Development through Workplace Learning Non-Formal Learning Workplace Learning Discourse Language Non-language "stuff" scaffolding thinking believing interacting valuing feeling acting symbols tools objects meanings connections distribution of goods privileges making connections Tools reflect the dominant culture of a community and the use of a community's tools facilitates the development of an identity within the community. (Lave & Wenger, 1991; Bruner, 1996) How is participation in the discourse of a community a non-formal learning process that shapes identity? daily activities intentional? negotiation choice Situated reification of community means of communication insight tacit/explict reactive learning Scaffolded in CoP norms Political issues access identity development Engagement in Discourse is a non-formal learning process as it involves:
reactive learning
daily activities
identity development
Community of Practice of AEE Doctoral
Students in Teaching & Learning:

Undergrads CoP VT
Graduate Students CoP VT Students Mutual
engagement research classes studying CoP AEE
pre-service teachers CoP AEE
Masters Students CoP AEE faculty social gatherings Shared
repertoire teaching stories teacher discourse student discourse department history agriculture text books student handbook plan of study prelim exams defense software syllabi complaining student-ing Joint
enterprise defining learning meaning of
education defining
agriculture defining
teaching what is
quality research? changes in the work practices to make
job easier gendered not articulated managing boundaries embedded heterogenous through engagement socialization personal agency impacts identity imagination alignment (Scribner & Cole, 1973;
Eraut, 2000;
Colley, et. al., 2006) Dis-identification (Hodges, 1998) assistantships
research projects
teaching duties
desk space
summer employment
A community of practice seeks
to reproduce itself. (Lave & Wenger, 1991) Learning Objectives - Each doctoral student:
will represent self as a future faculty member in Agricultural Education.
will represent self as a quality researcher.
will represent self as quality teacher.
will represent self as conducting quality outreach.

How can we evaluate?
How do students represent self?
How do others represent student? Interviews Observations Reflection logs Artifacts What I expect to work well:
multiple expert models
flexible roles
participation in faculty activities
social support
personal goals
multiple memberships
What I expect won't work well:
assistantship not related to future endeavor
learning not articulated
opportunities for agency
superficial assignments Identity development becoming a particular person (Davies, 1992; Keating, 2005; Richardson, 1992; Tusting, 2005) positioning self (Holland & Lave, 2001) see self in terms of norms & values (Hallman, 2008; Maclean & White, 2007) articulation of position (Tusting, 2005) imagination - connection to others (Wenger, 1998; Holland & Lave, 2001) appropriation of language (Tusting, 2005) Identity (Wenger, 1998) (Gee, 1999) (Hodges, 1998; Gee, 1999) (Scribner & Cole, 1973; Colley, et. al., 2006) (Collin, et. al., 2008; Fenwick, 2008) (Patton, 2002; Cresswell, 2007)
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