“What if We Are Doing This All Wrong?”: Sequestering and a Community of Practice

Abstract

This article explores how sequestered novices within a community of practice struggled with their reliance on individual learning resources and identity development. In a year‐long study at a child‐care center that included methods of participant‐observation, interviewing, videotaping, and apprenticeship, five inexperienced child‐care teachers, including me, relied heavily on our creativity, recollections, learning by doing, and embodied experiences. I suggest that future studies of communities of practice examine instances of sequestering and include the perceptions of novices.

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