Learning Theories and Academic Research Articles

Theorists: Jean Lave and Etienne Wenger

Lave, J. (1996). Teaching, as Learning, in Practice. Mind, Culture and Activity, 3(3), 149–164.

Lave argues that there needs to be an emphasis on understanding the different theories and ways of understanding learning. He suggests that we must reconsider the way we perceive learning as not an individual, psychological phenomenon, but rather a social, collective activity.

Kopcha, T. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175–190.

Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed.

Hennebry, L. M., Gayton, A., Hu, X. A., & Chen, X. (2019). Transitioning From Master’s Studies to the Classroom: From Theory to Practice. TESOL Quarterly, 53(3), 685–711.

This research outlines the challenges language teachers experience in transitioning between teacher education programs and the classroom, particularly regarding the theory-practice nexus, and emphasizes the professional community's key role in providing mentoring and support.

Light, R., & Nash, M. (2006). Learning and identity in overlapping communities of practice: Surf club, school and sports clubs. Australian Educational Researcher, 33(1), 75–94.

Employing the concepts of communities of practice and situated learning, it examines four young people's experiences as members of a surf club as a community of practice. It also compares the experiences of these young people in the surf club with those arising from membership in their schools and sports clubs.