Abstract
Although theories around Communities of Practice have gained significant
ground in recent years and have become an important focus for
organizational development, there is a gap in studies that investigate
what members gain from participation in these communities. This paper
explains how the value creation framework was implemented in a
transnational research and development project in autism education by
examining cycles of value creation and drawing on two types of data
identified by Wenger and colleagues. The value creation framework is a
theoretically driven framework to assess social learning in communities.
Participants involved in the learning space were co-researchers engaged
in a process of investigating, sharing and reflecting on their practice.
The paper discusses the methodological challenges and strengths of
using the value creation framework, with a particular focus on how
insights and interactions led to subsequent changes in the practice of
the participants. This work has the potential to make an important
contribution to methods and analysis in assessing social learning and
pathways to impact in participatory research and development projects
more broadly.
Lingua originale | English |
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pagine (da-a) | 96-111 |
Numero di pagine | 16 |
Rivista | International Journal of Research and Method in Education |
Volume | 2021 |
Stato di pubblicazione | Pubblicato - 2021 |
Keywords
- autism
- education
- transnational community