Trajectories of Participation in a Learning Community: The Case of a Professional Course Lifeguard

Rocío Belén Martín, Paola Verónica Rita Paoloni, Gabriela Romina Ordóñez

Abstract


In this article we aim to describe and analyze the characteristics of a community of practice and learning. The case study consists of exploring the development of a course for lifeguards in 2011. The course trains students in technical rescue, care, and safety for recreational swimmers. The data were collected through classroom observations and interviews with the students and the course professor. The results and analyses are presented in terms of the trajectory of participation of students and the theoretical categories relating to characteristics of learning communities. These categories are: realistic problems, shared goals, autonomy, identity, feedback, and collaborative knowledge construction. The results reinforce current trends in educational psychology about the value of participation and the importance of the above noted categories in the generation of effective learning communities.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1403210


Keywords


learning community; community of practice; situated learning; participation; non-formal context; lifeguards; case study; obeservation; interview



DOI: http://dx.doi.org/10.17169/fqs-15.3.2079

Copyright (c) 2014 Rocío Belén Martín, Paola Verónica Rita Paoloni, Gabriela Romina Ordóñez

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.