Speaker
Description
In Japan, many university students are required to join a seminar in which they often do research under a teacher’s supervision. They usually meet regularly and share their research, suggesting the presence of a Community of Practice (CoP). However, to what extent does a seminar facilitate a CoP? This presentation explores that question through the author’s own seminar providing insights into ways that teachers can promote the development of CoPs within their own teaching contexts.
References
Benson, P. (2017). Language learning beyond the classroom: Access all areas. Studies in Self-Access Learning Journal, 8(2), 135-146. https://doi.org/10.37237/080206
Hawkes, M., & Adamson, C. (2023). Challenges and opportunities for expatriate
faculty teaching graduation seminar classes in Japanese universities. Asian-Pacific Journal of Second and Foreign Language Education, 8(7), 1-21. https://doi.org/10.1186/s40862-022-00176-z
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22. https://doi.org/10.1177/0033688214561621
Wenger-Trayner, E., & Wenger-Trayner, B. (2015, June). Introduction to communities of practice: A brief overview of the concept and its uses. https://www.wenger-trayner.com/introduction-to-communities-of-practice/
Short summary
In Japan, many university students are required to join a seminar in which they often do research under a teacher’s supervision. They usually meet regularly and share their research, suggesting the presence of a Community of Practice (CoP). However, to what extent does a seminar facilitate a CoP? This presentation explores that question through the author’s own seminar providing insights into ways that teachers can promote the development of CoPs within their own teaching contexts.
Abstract
In Japan, many university students are required to join a seminar in which they are often expected to conduct research under the supervision of a teacher (Hawkes & Adamson, 2023). In the author’s own seminar, students are asked to do research on topics related to language learning beyond the classroom (Benson, 2017; Richards, 2015). During the seminar, the author and the students meet weekly, and the students share and discuss their research, and receive feedback on their work. Considering these aspects of the seminar, one can argue that all the components required for a Community of Practice (Wenger-Trayner & Wenger-Trayner, 2015) to develop are present. However, to what extent does such a seminar facilitate the growth of a Community of Practice (CoP)? To answer this question, a qualitative study was conducted in which the author’s current students (n = 2) were asked about their seminar experiences focusing on the characteristics of domain, community, and practice (Wenger-Trayner & Wenger-Trayner, 2015). Findings reveal a presence of domain and practice, but a weak sense of community, underscoring the need for greater mutual engagement and support among the students. The presentation will begin with a description of the seminar itself followed by the results of the study. It will then conclude with a discussion of possible solutions for strengthening the CoP within the seminar environment. This presentation will be of interest to teachers looking for ways to promote the development of CoPs within their own teaching contexts.
Keywords
university seminar, community of practice
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Building Community: An Exploration of the Potential of a University Seminar |