caa a22 4500 445844655 CHVBK 20180317145355.0 cr unu---uuuuu 170323e20110501xx s 000 0 eng 10.1007/s10798-009-9111-y doi (NATIONALLICENCE)springer-10.1007/s10798-009-9111-y The teacher-community of practice-student interaction in the New Zealand technology classroom [Elektronische Daten] [Wendy Slatter, Bev France] In New Zealand in order to provide authentic learning experiences teachers are counselled to access Communities of Practice (CoP) (Ministry of Education 2007). This research provides information about teachers' interactions with CoPs and the implication of this access on their pedagogy. A range of interactions occurred which was influenced by how teachers perceived this use of a CoP representative in their classrooms. These styles of interactions were used by the teachers to create a ‘deep, broad learning experience' for their students as they developed their technological practice. Two interaction strategies occurred that placed either the CoP in control or the teacher in control. When the teacher was in control four interaction styles occurred with the teacher managing the interaction of the CoP representative. This management allowed the teacher to filter the degree of direct interaction. This research shows that technology teachers' belief systems affected the pedagogy of the CoP-student interaction. Springer Science+Business Media B.V., 2010 Community of practice nationallicence Situated learning nationallicence Locus of control nationallicence Authentic learning nationallicence Slatter Wendy Epsom Girls Grammar School, Auckland, New Zealand aut France Bev University of Auckland, Auckland, New Zealand aut International Journal of Technology and Design Education Springer Netherlands 21/2(2011-05-01), 149-160 0957-7572 21:2<149 2011 21 10798 https://doi.org/10.1007/s10798-009-9111-y text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10798-009-9111-y text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Slatter Wendy Epsom Girls Grammar School, Auckland, New Zealand aut NATIONALLICENCE 700 1- France Bev University of Auckland, Auckland, New Zealand aut NATIONALLICENCE 773 0- International Journal of Technology and Design Education Springer Netherlands 21/2(2011-05-01), 149-160 0957-7572 21:2<149 2011 21 10798 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer