This is a short, informal discussion paper which examines the concepts behind Lave & Wenger’s (1991) theory of Communities of Practice and Situated Learning and reflects on how these concepts can inform our understanding of professional learning. Through the use of Socratic-type dialogue, the author uses a personal narrative to test some of the assumptions and tacit beliefs which surround situated learning, in order to identify and reflect on some of their limitations when applied in a practical setting.
Weston, Philippa J W, "Newcomer or 'Old Timer'? A critical evaluation of Lave & Wenger's theory of Communities of Practice through the use of Socratic-type dialogue" (2009). UK Academy for Information Systems Conference Proceedings 2009. 50.