Peripheral Participation Research Articles

Education networks for deeper learning

PurposeThis study focuses on a regional education network in the Mid-Atlantic that aims to facilitate equitable learning practices by providing ongoing teacher/leader support, cross-sector collaboration and professional learning for educators. The authors probe networks as providing core support for systems level change and serving as precursors to the community engagement that is essential for deeper learning. Specifically, this study is driven by the hypotheses that (1) deeper learning may be supported by pathways for students and educators to meaningfully engage with the local community; (2) deeper learning is more likely to happen when educators connect to communities beyond their own school or organization and (3) education networks can help facilitate those functions.Design/methodology/approachThe authors aimed to understand how participation in an education network influenced members (which include school leaders, teachers and leaders of youth programs) and how experiences might differ by level of participation. The authors conducted interviews with individuals across three groups of adults (n = 111 total): core members (n = 16), members with mid-level engagement (n = 30) and peripheral members (n = 65).FindingsEducators who participated most intensely and deeply described the network as a vehicle for learning about and advancing equity through specific practices including individualized learning, increasing access and resource redistribution. Mid-level participants emphasized the professional network building function of the network. For peripheral or new participants, the most salient function of the network was celebration of education and educators. These findings suggest that education networks have a role in strengthening the structures that support leaders to make deeper learning happen.Research limitations/implicationsMore research is needed on how participants move from the periphery to more core involvement in education networks, where they may gain the full benefits of participation. Further research is also needed to explore the link between education network engagement among school leaders and the deeper learning environments in schools.Originality/valueResearch on education networks is limited. To the authors' knowledge, the present study is one of the largest collections and analyses of interviews with education network members to date. The authors present education network engagement as a precursor for community embedded deeper learning in schools.

Exploring the Sharing and Legitimacy of Experience-Based Knowledge of Living with Acquired Brain Injury in Two Practice Communities

Background. Involving people with acquired brain injury in service development has the potential to improve service and give experience-based knowledge legitimacy. The objective of this study was to explore experiences of sharing experience-based knowledge of living with acquired brain injury with others, with a particular focus on the conditions for sharing and learning, and the legitimacy of experience-based knowledge. Materials and Methods. Using a single case study design, the processes in two groups that were part of a Swedish supportive network for people with acquired brain injury were explored. One group consisted mainly of people with acquired brain injury who authored a blog and the other group consisted of healthcare staff who produced educational material with the involvement of a person with own experience of acquired brain injury. The data consisted of forty-one collective blogs, fifteen semistructured individual interviews, and ten observations from meetings. The data were analysed by utilizing the community of practice framework and the concepts of legitimate peripheral participation and epistemic injustice. Results. The findings showed that both groups developed learning processes with a focus on everyday rehabilitation as a joint enterprise. Mutual engagement developed from doing activities together and legitimacy in the groups came from engagement in these activities. In the education group, the ambition to involve people with own experience of acquired brain injury was never realized in practice. Hence, experience-based knowledge of living with acquired brain injury never got legitimacy in the group. Conclusions. We conclude that integrating experience-based knowledge from people with own experience of acquired brain injury demands careful and deliberate planning with specific consideration to existing power asymmetries between healthcare professionals and people with own experience. Mitigating epistemic injustice and gaining legitimacy for such knowledge require that people with experience of living with acquired brain injury are recognized as knowledge producers.

Communities of practice: A theoretical framework for undergraduate longitudinal placements.

There has been a global shift towards longitudinal placements in undergraduate medicine, which are believed to play an important role in supporting medical student learning and professional identity formation. A better understanding of how learning occurs on such placements is needed, and community of practice (CoP), a social learning theory, has been proposed to form their pedagogical foundations. However, empirical research exploring learning through CoPs on longitudinal placements is limited. Case study methodology triangulating data from interviews, written reflections and routine evaluations was undertaken to explore how second-year students on an undergraduate longitudinal General Practice placement participated within CoPs and the factors enabling this participation. Routine evaluation data were available for 57% (n239) of students and in-depth interviews were carried out with five students and three tutors across eight placements. Themes identified through inductive thematic analysis were (i) participation within CoPs, (ii) enablers of legitimate peripheral participation and (iii) socialising agents. Student legitimate peripheral participation was greatly facilitated by making contributions to patient care, a welcoming clinical environment, access to the informal spaces and repertoires of the practice and effective brokerage of educational activities by tutors. CoP is a theory that allows us to make tangible the somewhat abstract when deepening our understanding of how students learn on longitudinal placements. The extent to which students become legitimate peripheral participants varies, and this theoretical framework allows us to consider the factors that can enable such participation, with implications for how educators design curricula and placement infrastructure.

A Task-Interdependency Model of Complex Collaboration Towards Human-Centered Crowd Work (Extended Abstract)

Mathematical models of crowdsourcing and human computation today largely assume small modular tasks, "computational primitives" such as labels, comparisons, or votes requiring little coordination. However, while these models have successfully shown how crowds can accomplish significant objectives, they can inadvertently advance a less than human view of crowd workers where workers are treated as low skilled, replaceable, and untrustworthy, carrying out simple tasks in online labor markets for low pay under algorithmic management. They also fail to capture the unique human capacity for complex collaborative work where the main concerns are how to effectively structure, delegate, and collaborate on work that may be large in scope, underdefined, and highly interdependent. We present a model centered on interdependencies—a phenomenon well understood to be at the core of collaboration—that allows one to formally reason about diverse challenges to complex collaboration. Our model represents tasks as an interdependent collection of subtasks, formalized as a task graph. Each node is a subtask with an arbitrary size parameter. Interdependencies, represented as node and edge weights, impose costs on workers who need to spend time absorbing context of relevant work. Importantly, workers do not have to pay this context cost for work they did themselves. To illustrate how this simple model can be used to reason about diverse aspects of complex collaboration, we apply the model to diverse aspects of complex collaboration. We examine the limits of scaling complex crowd work, showing how high interdependencies and low task granularity bound work capacity to a constant factor of the contributions of top workers, which is in turn limited when workers are short-term novices. We examine recruitment and upskilling, showing the outsized role top workers play in determining work capacity, and surfacing insights on situated learning through a stylized model of legimitate peripheral participation (LPP). Finally, we turn to the economy as a setting where complex collaborative work already exists, using our model to explore the relationship between coordination intensity and occupational wages. Using occupational data from O*NET and the Bureau of Labor Statistics, we introduce a new index of occupational coordination intensity and validate the predicted positive correlation. We find preliminary evidence that higher coordination intensity occupations are more resistant to displacement by AI based on historical growth in automation and OpenAI data on LLM exposure. Our hope is to spur further development of models that emphasize the collaborative capacities of human workers, bridge models of crowd work and traditional work, and promote AI in roles augmenting human collaboration. The full paper can be found at: https://doi.org/10.48550/arXiv.2309.00160.

A57Simulated Practice as a Method to Promote Legitimate Peripheral Participation

Simulated sessions are widely used within medical education. Despite the potential benefits of simulated learning, it suffers from a narrow scope of practice; acute, emergency presentations and procedural skills. There is less research for its utility in sub-acute and chronic disease management. To develop expertise in medical practice, learners require sufficient foundational knowledge to facilitate more complex behaviours [1]. Within ward environments, lack of foundational knowledge in both ‘hard’ (knowledge) skills, and ‘soft’ (organizational) skills can limit learners’ potential for development. Considering legitimate peripheral participation theory, learners require ‘enculturing’ into an institution to develop ‘soft’ skills. Examples of ‘soft’ skills include understanding problem solving approaches, language, values and norms of the profession [2]. To design and assess the educational impact of simulated ward round teaching sessions on medical students in semi-acute settings, focussing on ‘enculturing’ skills. This was a prospective study. We created a ward round-based simulation session, with six simulated patient scenarios, designed for clinical placement level medical students. Ten students were included in the study. We utilized an induction exercise to familiarize students with medical documentation, a simulated ward round, and a consolidation exercise reviewing discharge paperwork and prescriptions. A simulated patient was present in each scenario, with a member of faculty facilitating. Simulated ward round entries, nursing handover queries and investigations were provided to students. Scenarios were 20 minutes; with objectives to produce ward round documentation and generate holistic clinical management decisions. Students participated in a ‘board round’, which served as a forum for station specific feedback. Enculturing values were assessed via a 40-point, knowledge based formative assessment, covering the main themes of the session: appropriate documentation, medical abbreviations, and clinical decision-making. Assessment was administered both pre- and post-session. Qualitative feedback of the session was obtained from learners to identify themes for further development. There was a significant improvement in knowledge following the session (see Results of pre- and post-intervention knowledge assessment Our results demonstrate an increased sense of empowerment in the study population. Simulated practice can be used effectively to enhance learning in sub-acute medical situations. Enculturing skills were particularly enhanced; promoting future learning through orientation within zones of legitimate peripheral participation. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

HIV in MOTION: a community of practice on physical rehabilitation for and by people living with HIV and their allies.

This paper describes the design, implementation, and evaluation of a community of practice (CoP), HIV in MOTION (HIM), to advance physical activity rehabilitation interventions with adults living with HIV, clinicians, researchers, and representatives from community-based organizations. We attracted a diverse audience of geographically dispersed people living with HIV, clinicians, exercise personnel, and trainees to eight HIM community of practice events that featured the clinical, research, and lived experience of people living with HIV. HIV in MOTION had (a) a domain related to physical rehabilitation, exercise, and social participation for people living with HIV; (b) a community of diverse individuals; and (c) a practice, that is, a series of sustained interactions online and offline, synchronous, and asynchronous. Our team included six diverse people living with HIV, two coordinators, and three academic researchers who planned, prepared, implemented, and evaluated each online session. To evaluate the HIV in MOTION CoP, we employed an evaluation framework composed of five criteria: Goals and Scope, Context and Structure, Process and Activities, Outcomes, and Impact. We collected quantitative and qualitative evaluative data using online evaluation, audiovisual archiving, and participant observations during the debriefing with all members of our team. We widened the Goals and Scope of the HIV in MOTION CoP to include the HIV narrative of lived experiences, including autopathography, and participant storytelling. In matters of Context and Structure, we received explicit satisfaction with our governance and leadership. Also, being flexible to fit online formats was a productive strategy that made the HIV in MOTION CoP sessions agile and amenable to audiovisual archiving. Our indicators of success in Process, Activities, and Outcomes included participant retention online, elicited verbal interventions and comments in the chat room, and a rate of three repeat visits online. The indicators of success of Impact were the presence of voluntary and unscripted autopathography, the patient storytelling and how it reportedly caused changes in the participants, and the "legitimate peripheral participation" of emerging research and clinical students. In conclusion, we recommend our form of CoP for mixing the knowledge of diverse persons in this area. However, we recommend considering budget and burnout as serious challenges to sustainability.

Labours of division: Legitimacy, membership and the performance of business knowledge

The idea(l) of ‘legitimate peripheral participation’ remains at the heart of debates over the nature and potential of communities of practice. Yet the question of how the legitimacy or otherwise of participation is actually established is seldom addressed. In this article, we focus on ‘legitimacy’ as figure instead of ground. We attend to the ‘displays of competence’, and their associated ‘labours of division’, by means of which ‘practitioners’ claim recognition and are made recognisable to each other as members, or non-members, of an ‘us’. We seek to understand how members come to recognise particular ‘doings’ and forms of knowledge as belonging (or not belonging) to a particular practice. How is the common ‘domain’ (communis) of practice settled (or un-settled) in the course of specific performances of membership? Empirically, the article draws upon a 2-year investigation of how community of practice boundaries and participation were negotiated in ‘UltraGlass Plc’, a multinational manufacturing company, and specifically of the failure of ‘community’ to cohere around practices.

Illusions of Participation in Kenya’s Contemporary Television Broadcastscape

Discourses on active and meaningful participation and inclusion in social and cultural spaces in Kenya are not just of significant scholarly and intellectual value, they are germane in the rebuilding and democratisation of a Kenyan nation-state in the post-2007 election violence that exposed deep and historical “ethnic” fragmentations. I argue that although several contemporary television broadcasters in Kenya continue to create a perception of increasing and robust audience participation in televised content, significant forms of current participation on Kenyan television broadcasts are illusionary and futile as they largely entrench television’s power among media elites. I propose that these forms of participation, which continue to marginalise ordinary people and gate-keep everyday events, are passive and minimalist. Anchoring my conceptual discourses on convergence culture and debates on self-representation, and through a critical textual analysis of prime-time television content sampled from four television broadcasters in Kenya, I conclude that the Kenyan television broadcastscape still extensively manifests traditional approaches of “old media.” Kenyan citizenry is afforded token and peripheral participation in contemporary television workflows in which content is still largely, and in many cases almost exclusively, conceived, shaped, distributed and controlled by media elites—bodies whom they consequently largely benefit.

Learning programming for mathematical investigations: an instrumental and community of practice approach

ABSTRACT In this article, we seek to understand how university students learn to use programming for mathematical investigations; our precise focus is on how the analysis of social elements in operational knowledge elucidates this learning. We propose a framework coordinating the instrumental approach and communities of practice (CoP) theory. We apply it in the context of project-based university courses (MICA courses), where the CoP of mathematicians using programming for their research is a reference. We investigate the schemes associated with the programming language and its environment developed by students along trajectories of legitimate peripheral participation. We focus on the scheme developed for the goal “validating the programmed mathematics.” Our results indicate that for the same goal, common rules-of-action are developed by students, but differences can appear concerning theorems-in-action. This study also suggests theoretical developments linked with the coordination of the instrumental approach and CoP theory.

Leveraging Learning Collectives: How Novice Outsiders Break into an Occupation

Existing research depicts occupational learning as predominantly happening through formal education, situated learning, or a combination of the two. How career switchers might develop occupational skills outside of these established learning pathways is understudied. This paper examines how novice outsiders break into a skilled occupation by looking at the case of aspiring software developers attending coding bootcamps. Drawing on 17 months of fieldwork in the San Francisco Bay area, I find that bootcamps did not resemble either schools or workplaces, the two institutions that facilitate occupational learning. Instead, bootcamps scaffolded learning collectives—groups composed of peers and near peers who learn collaboratively and purposefully to reach a shared goal. Within learning collectives, aspirants progressed from novice outsiders to hirable software developers, despite limited access to proximate experts to learn from or legitimate peripheral participation opportunities. Three scaffoldings facilitated learning at bootcamps. First, peer team structures turned what is normally a solitary activity—writing code—into a collaborative endeavor and facilitated peer-to-peer knowledge exchange. Second, near-peer role structures engaged recent graduates in teaching and mentorship relationships with novices so that aspirants could access knowledge quickly and easily. Third, bootcamps encouraged aspirants to self-learn by reaching out to the expertise of the broader occupational community. This third scaffolding prepared aspirants for learning beyond the bootcamp curriculum and socialized them for an occupation with high learning demands. The outcome of this process was that novices pursuing an alternative mode of occupational entry developed both occupational skills and new self-conceptions as software developers. Funding: This work was supported by a grant from Stanford Cyber Initiative.

Sustainable labour market participation among working young adults with diagnosed attention deficit/hyperactivity disorder (ADHD)

BackgroundThe aims were to study the sustainability of labour-market participation five years after an incident diagnosis of attention-deficit/hyperactivity disorder (ADHD) among young adults with gainful employment, and to examine the impact of sociodemographic-, work- and health-related factors on these findings. MethodsSwedish registers identified 2517 individuals, 19–29 years old, with an incident diagnosis of ADHD and gainful employment during 2006–2011. Labour-market participation was measured by the core-peripheral model, a model that measures the connection to the labour market from a weak connection (peripheral) to a strong connection (core). Sequence analysis analysed clusters of labour-market participation, from one year before and up to five years after diagnosis. Odds ratios (OR) with 95% confidence intervals (CI) between sociodemographic factors, comorbid disorders, and the identified clusters were analysed by multinomial logistic regression. ResultsFive clusters of labour-market participation were identified: 60% of individuals belonged to a cluster that maintained labour-market participation throughout the study period (core, close to core); 20% belonged to a cluster with a transition to a weak connection to the labour market (close to peripheral, peripheral); and 20% belonged to a cluster with “middle” labour-market participation, characterised by having long periods of sick leave and unemployment. Individuals with elementary school as highest attained education (OR:4.03;CI:2.35–6.93), comorbid mental disorders (OR:2.77;CI:2.10–3.66), or living in villages/small cities (OR:1.77;CI:1.25–2.51) were most likely to belong to a cluster transitioning towards a “peripheral” labour-market participation. Men were less likely to have peripheral labour-market participation than women (OR:0.55;CI:0.40–0.75). ConclusionsOver half of working individuals with ADHD maintain a strong attachment to the labour market several years after their first diagnosis of ADHD. Therefore, it is important to target those who have problems maintaining a position in the labour market, including women, those with low educational levels, and those living outside large cities.

The Significance and Transferability of a Medical Student Working as a General Employee -Building Mutually Beneficial Relationships between a Medical Student and Medical Institutions Based on the Theory of Legitimate Peripheral Participation-

The Significance and Transferability of a Medical Student Working as a General Employee -Building Mutually Beneficial Relationships between a Medical Student and Medical Institutions Based on the Theory of Legitimate Peripheral Participation-

Identity Construction and Negotiation of Classroom CoP Members in Global Englishes Course: A Higher Education Context in Thailand

This ethnographic study examines identity negotiation and construction inside a Global Englishes (GE) classroom community of practice in a Thai higher education context. Drawing on the communities of practice (CoP) framework (Lave & Wenger, 1991; Wenger, 1998), the study theorizes the academic GE classroom as a CoP and explores how participants construct identities while engaged in the joint enterprise of becoming English as a lingua franca (ELF) users and engaging in classroom activities using a shared repertoire of humour and shared narratives. The findings revealed the emergence of multiple identities from the overlapping characteristics of the academic classroom, and raised questions regarding legitimate peripheral participation (LPP) and identity trajectories as they intersect the egalitarian notion of ELF, including semi-expert identity, reverse identity, and bullying. Furthermore, the study highlighted the significant role of individual agency in the interplay between personal experiences and the broader Thai social structure in negotiating identities. The implications for researchers and practitioners focus on the potential of Global Englishes classrooms as a locus for positive identity construction and the importance of considering differing perspectives to create a more nuanced understanding of identity and participation in L2 learning. The study also suggests a bottom-up pedagogical approach with ELF-oriented materials for learners to develop more favourable identities as English as a lingua franca users and/or multicompetent speakers.

Do You Have Any ID? Exploring Opinions and Understanding of Year 4 MPharm Students on Professional Identity

ObjectiveTo investigate Year 4 Master of Pharmacy students’ understanding and sense of professional identity (PI) and explore the factors that positively and negatively impact PI formation in the undergraduate program. MethodsThree focus groups were conducted in January 2022 with 5–8 participants per group. Audio from the focus groups was recorded and recordings were transcribed verbatim. Reflexive thematic analysis was employed to construct themes and subthemes. ResultsFour themes, with associated subthemes, were generated. The themes were ‘Understanding PI’, ‘Experience of Master of Pharmacy degree’, ‘Interaction and comparison with others,’ and ‘Development of self’. ConclusionParticipant understanding of PI reflected the wider literature, including ambiguity as to what it means to a pharmacist in training. The lens of legitimate peripheral participation in a community of practice was used to reflect on curricular and educational approaches to support undergraduate PI formation. Participants expressed that patient-focused learning experiences and opportunities to participate in authentic professional activities alongside peers and more experienced members of the pharmacy community positively contribute to PI formation. This suggests that a sociocultural perspective where learning is viewed as legitimate peripheral participation in a community of practice provides a valid theoretical basis to underpin curriculum design.

At School: Second Career English Teachers’ Socialisation Experiences

The article examines the second career teachers (SCTs) socialisation into school culture through three theoretical lenses: Bronfenbrenner’s ecological framework of human development, to identify the different environments within school culture that play a role in SCTs perceptions of their socialisation, Lave and Wenger’s theory of Legitimate Peripheral Participation and Bridge’s Transition Model (Bridges, 1991; Bridges & Mitchell, 2000) to characterize the modes of transition teachers face. This is likely to guide school administrators to view SCTs as a unique group of teachers whose starting point is different from the other novice teachers, due to the knowledge capital they bring with them to the socialisation process. It is argued that school management need to be aware of the fragile ‘transition’ phase of the novice SCTs. For some teachers who lack the agency to take initiatives and act proactively, this might be a trying phase of sink or swim. In schools where the interpersonal relationships within the ecological culture of the school were supportive, teachers felt more confident to socialise, while in schools where teachers felt lonely and ‘forsaken to manage on their own’, their self-image was vulnerable. Schools should provide opportunities for the teachers to manage the transition effectively by creating a cooperative environment within the school and establishing organisational practices.

Politics in Transitional Spaces: Direct and Indirect Political Participation.

This paper seeks to build on Carriere's (2022) work on the complex, pervasive, and dialogical nature of politics and extend this treatment to examine the politics of the transitional, liminal, and "in-between spaces." In particular, we analyze the theatrical nature of politics by examining how roads and streets become a "dynamic stage" (Valsiner, 2004, p. 2) where private and public policies enter into dynamic dialogical relationships. We distinguish between direct, direct but distanced, and indirect peripheral political participation and explore how roads and streets enable redundant and dramatic communicative processes that feed into the internalization/externalization meaning-making processes (Valsiner, 2014). Finally, we analyze the process of the emergence of roads and streets as a result of complex interactions between public policies, ordinances, and values. We extend this exploration to an illustrative case in Oahu,Hawai'i to demonstrate how streets become constructed and organized to provide affective guidance. We conclude by arguing that the absence of political messages or overt political actions does not mean the absence of politics - power dynamics are still at play in the liminal and transitional zones of human living.

상황학습 이론 기반 국내 항공사 Z세대 신입승무원의 조직문화 적응 과정 질적연구

The aviation industry faces challenges due to COVID-19, low global growth, and fierce international competition. As the significance of human resources as a response strategy rises, it is time to focus on the roles of the Department of Aviation Service, which was established to cultivate competent aviation industry professionals. Thus, this study examined the job experiences of recent graduates of the Department of Aviation Services who joined an aviation company as Cabin Crew shortly after their graduation using the situational learning theory as a theoretical lens. The study was conducted over a ten-week period, from May 1, 2021, to June 26, 2021, using in-depth interviews to collect data. Four categories were identified as a result of the analysis: effort and sense of achievement towards a career roadmap, ontological transformation process in the organisation, conflict to acknowledge the existence of 'I' in a conflicting organisational culture, and formation of the corporate identity through membership acquisition. Theoretically, the existing theory was supported and expanded by approaching the contextual learning and meaning of Cabin Crew in the workplace via legitimate peripheral participation. On the basis of the practical implications posed by IT-literate generations, a course of action was developed to foster online mentor-mentee relationships, online group learning, and an improvement in the culture of hierarchical organisation. It entails giving feedback on work that is straightforward and easy to understand, as well as adhering strictly to the manual.

Learning to navigate the landscape of participation. On the initiation of students into practices of entrepreneurship (and) education

ABSTRACT Practicing entrepreneurship is important for entrepreneurial learning in institutionalized education. However, research is attentive to how this challenges conventional learning arrangements and requires teachers and students to change familiar ways of relating and participating. In this study, we investigate the landscape of participation in a case of experiential entrepreneurship education for non-business postgraduate students. Employing the notion of legitimate peripheral participation in communities of practice, we show how students are initiated into entrepreneurship education practice through three modes of participation: compliance, autonomy and authenticity. Even though these participatory modes make sense one by one, their accumulation created tension. Hereby, we illustrate the complex organization of entrepreneurship education as situated social practices. We theorize by employing a practice theory perspective to explore why tensions may be inherent to widely recognized ideals of best practice in experiential entrepreneurship education. This is in contrast to individual learner oriented explanations.

Developing EFL Learners’ Interactional Competence through Discursive Practice: A Longitudinal Classroom Study Using Mixed Methods

Although studies on L2 IC through discursive practice have gained prominence, little is known about pedagogical steps to develop IC (Hall, et al., 2011; van Compernolle, 2015; Young, 2009, 2011, 2019), especially in the language classroom. More recently, Salaberry and Kunitz (2019) claim that “only a few attempts have been made to bridge the gap between research and practice with regard to the teaching of IC in the L2 classroom” (p. 1). Moreover, very few longitudinal studies were conducted to investigate how learners adapt interactional resources they developed with participants to a new context in the L2 classroom (Pekarek Doehler, Wagner, & Gonzalez-Martinez, 2018, Young, 2009). Through a mixed methods analyses, including recordings, interviews, self-evaluation, and performance evaluation of speaking data, this study delineates how Japanese university students in an EFL classroom setting went through three stages (peripheral participation, active participation, full participation) to develop their IC. Consequently, this study identified four pedagogical steps to implement IC in the L2 curriculum

We need a curricular cooperative: envisioning a future beyond teachers paying teachers

ABSTRACT The curriculum marketplace Teachers Pay Teachers (TPT) claims that 85% of educators in the United States use the site. Despite substantial evidence that TPT offers low quality materials, little research has explored the impact of TPT on curriculum-making. We analyze 76 TPT seller sites from assignments submitted by teacher candidates in an elementary social studies methods course to understand how teacher education candidates encounter and make sense of TPT. We observe that TPT produces siloed ‘one-stop shops’ that attempt to capture users’ attention, discouraging the kind of legitimate peripheral participation and resource sharing described by the proponents of ‘teacherpreneurship.’ We offer an alternative model of curricular supplementation that builds on the affordances of platform technologies.