A Model for Implementing Educational Innovations Based on Teachers’ Legitimate Peripheral Participation in Professional Learning
DOI:
https://doi.org/10.63437/3083-6433-2025-2(35)-16Keywords:
educational innovations, diffusion of innovations, teacher professional development, community of practice, legitimate peripheral participation, implementation modelAbstract
The article presents the theoretical and methodological justification of a new model for implementing educational innovations, based on the integration of Everett Rogers’ diffusion of innovations theory and the concept of legitimate peripheral participation (LPP) developed by Jean Lave and Etienne Wenger. The author emphasizes that the success of introducing innovative educational models depends not only on the characteristics of the innovation itself or administrative support, but also on the social mechanisms by which educators enter new practices through participation in professional communities. Within this context, the proposed model reflects the relationship between innovation adoption stages (as outlined by E. Rogers) and the logic of professional learning through involvement in joint activity (as described by J. Lave and E. Wenger).
The model outlines differentiated levels of teacher engagement, ranging from legitimate peripheral participation, which involves observation and partial experimentation, to full-scale implementation of the innovation in one’s own practice, followed by mentoring others. Special attention is paid to the role of teacher-innovators as internal opinion leaders and facilitators of professional communities of practice, where peer-to-peer learning, experience sharing, and support for less experienced colleagues occur. This approach not only enhances the assimilation of innovations but also contributes to the creation of a sustainable professional environment that is capable of self-development.
The article includes a review of relevant theoretical sources, the logic of the model's construction, a description of the mechanisms that enable functioning professional communities of practice, and the stages and conditions for transitioning educators from peripheral to core participation. In conclusion, the author outlines the model's potential for scalability, its relevance to continuing teacher education, and its applicability in designing and implementing strategies for educational innovations.
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References
Використані літературні джерела
1. Rogers E. M. Diffusion of innovations. 5th ed. New York, 2003. 576 p.
2. Lave J., Wenger E. Situated learning: Legitimate peripheral participation. Cambridge, 1991. 139 p. URL: https://s3.amazonaws.com/arena-attachments/1301652/cb419d882cd5bb5286069675b449da38.pdf?1506793465. DOI: https://doi.org/10.1017/CBO9780511815355
3. Fisher V. F. Rogers’ diffusion theory in education: The implementation and sustained use of innovations introduced during staff development. Doctoral dissertation. Lincoln, 2005. URL: https://digitalcommons.unl.edu/dissertations/AAI3201767.
4. Harder A., Campbell J. Planned behavior change: An overview of the diffusion of innovations. Gainesville, 2017. URL: https://edis.ifas.ufl.edu/publication/WC089.
5. Hsiao C.-H. Legitimate peripheral participation and teacher identity formation among preservice teachers in TESOL practicums. Journal of Curriculum and Teaching. 2018. Vol. 7, No. 1. P. 64–80. DOI: https://doi.org/10.5430/jct.v7n1p64.
6. Kim M., Çavas B. Legitimate peripheral participation of pre-service science teachers: Collaborative reflections in an online community of practice. Science Education International. 2013. Vol. 24, No. 3. P. 306–323. URL: https://files.eric.ed.gov/fulltext/EJ1022310.pdf.
7. Young D. Communities of practice: A professional development theory for the digital age. EdTech Magazine. 2018. December 14. URL: https://edtechmagazine.com/k12/article/2018/12/communities-practice-professional-development-theory-digital-age.
8. Sargent T. C. Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system. Comparative Education Review. 2015. Vol. 59, No. 1. P. 102–132. DOI: https://doi.org/10.1086/678358.
9. Hordemann G., Quek F. Mentorship and legitimate peripheral participation in the research laboratory. Proceedings of the IEEE Frontiers in Education Conference. Washington, 2024. P. 1–8. DOI: https://doi.org/10.1109/FIE61694.2024.10893022.
References
1. Rogers, E. M. (2003). Diffusion of innovations (5th ed.) [Diffusion of innovations]. New York, 576 p.
2. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation [Situated learning: Legitimate peripheral participation]. Cambridge, 139 p. Retrieved from: https://s3.amazonaws.com/arena-attachments/1301652/cb419d882cd5bb5286069675b449da38.pdf?1506793465. DOI: https://doi.org/10.1017/CBO9780511815355
3. Fisher, V. F. (2005). Rogers’ diffusion theory in education: The implementation and sustained use of innovations introduced during staff development [Rogers’ diffusion theory in education: The implementation and sustained use of innovations introduced during staff development] (Doctoral dissertation). Lincoln. Retrieved from: https://digitalcommons.unl.edu/dissertations/AAI3201767.
4. Harder, A., & Campbell, J. (2017). Planned behavior change: An overview of the diffusion of innovations [Planned behavior change: An overview of the diffusion of innovations]. Gainesville, Retrieved from: https://edis.ifas.ufl.edu/publication/WC089.
5. Hsiao, C.-H. (2018). Legitimate peripheral participation and teacher identity formation among preservice teachers in TESOL practicums [Legitimate peripheral participation and teacher identity formation among preservice teachers in TESOL practicums]. Journal of Curriculum and Teaching, 7(1), 64-80. DOI: https://doi.org/10.5430/jct.v7n1p64.
6. Kim, M., & Çavas, B. (2013). Legitimate peripheral participation of pre-service science teachers: Collaborative reflections in an online community of practice [Legitimate peripheral participation of pre-service science teachers: Collaborative reflections in an online community of practice]. Science Education International – Science Education International, 24(3), 306-323. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1022310.pdf.
7. Young, D. (2018, December 14). Communities of practice: A professional development theory for the digital age [Communities of practice: A professional development theory for the digital age]. EdTech Magazine. Retrieved from: https://edtechmagazine.com/k12/article/2018/12/communities-practice-professional-development-theory-digital-age.
8. Sargent, T. C. (2015). Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system [Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system]. Comparative Education Review. 59(1), 102-132. DOI: https://doi.org/10.1086/678358.
9. Hordemann, G., & Quek, F. (2024). Mentorship and legitimate peripheral participation in the research laboratory [Mentorship and legitimate peripheral participation in the research laboratory]. Washington, DC, 1-8. DOI: https://doi.org/10.1109/FIE61694.2024.10893022.
