..."learning as social participation," making the claim that participation in communities of practitioners "shapes not only what we do, but also who we are and how we interpret what we do" (p. 4). For him, such communities become arenas for professional learning because the people in them...

...as social participation" (p. 4), making the claim that participation in communities of practitioners "shapes not only what we do, but also who we are and how we interpret what we do" (p. 4). For him, such communities become arenas for professional learning because the people in them...

...group. This position has been recognized by Wenger ( 1 998, 4) who discusses social participation that shapes not only what we do, but also who we are and how we interpret what we do. Extending this notion to metadata, then, suggests that static description and technical document representation,...

...increasingly private? Does Wenger (1998: 4) have it right when he states that: 'learning as social participation shapes not only what we do, but also who we are and how we interpret what we do'. For him learning communities become arenas for professional learning because the people imbue activities...

...social participation. According to this theory, our interaction with others in a work team or group "shapes not only what we do, but also who we are and how we interpret what we do."" A community of practice is thus a way to name the community created over time by people working together...

...the professional community of practice (Lave & Wenger 1991, Wenger 1998). As Wenger (1998) stated, 'such participation shapes not only what we do, but also who we are and how we interpret what we do' (p. 4). Key elements of capability are recognizable in the clinical reasoning of skilled physiotherapists,...