Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/7056
Title: Building a community of practice in an extended curriculum: the intervention programme
Authors: Abrahams, Amaal (University of Cape Town) 
Badenhorst, Elmi (University of Cape Town) 
Ige, Busayo (University of Cape Town) 
Keywords: ECP classroom;Community of practice;Reflective enquiry;Internal pedagogic model;Student discomfort;Health Sciences faculty
Issue Date: 2018
Publisher: Cape Peninsula University of Technology Fundani, Centre for Higher Education Development
Source: Abrahams, A., Badenhorst, E. and Ige, B. 2018. Building a community of practice in an extended curriculum: the intervention programme. In: Coleman, L. (ed.), Teaching in extended programmes in South Africa: classroom contexts, lecturer identities and teaching practices. [online] Cape Town: Cape Peninsula University of Technology Fundani, Centre for Higher Education Development, pp.95 - 105. Available at: http://teachinginecp.com
Project: Writing to Learn action research project 
Abstract: This chapter describes how the pedagogic approach underpinning the extended curriculum offering in a Health Sciences faculty attempts to offset the discomfort students often feel when they have to join this intervention. Their reflective enquiry is able to shed light on the extent to which the internal pedagogic model, which is built around the notion of supporting a community of practice, has been effective in mediating and supporting students’ transition to this extended curriculum programme.
Description: Chapter in book
URI: http://hdl.handle.net/11189/7056
ISBN: 978-0-6399647-5-1
Appears in Collections:Books / Book Chapters

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