Pub Date : 2021-06-17DOI: 10.1080/0158037X.2020.1867092
S. Guan, Erik Blair
ABSTRACT Through examining the perspectives of students within the Chinese Adult Higher Education sector, this paper investigates their motivation for gaining a degree (that many felt was undervalued) and their perceptions of credentialism in China’s post-massification era. Forty semi-structured interviews were undertaken with adult students studying for degrees in early childhood education. The resultant data is interpreted through the lens of credentialism and illustrates that credentialism in China has depreciated the value of certain degrees and disadvantaged many students. As the only way for working adults to pursue a higher education degree, Chinese Adult Higher Education has become both a ‘opportunity’ for non-degree holders and a ‘trap’ that holds them back as other higher education students enter the job market. These findings offer a unique insight that is likely to be significant for the further development of credentialism theory.
{"title":"Adult higher education as both an ‘opportunity’ and a ‘trap’: student perceptions on credentialism in China","authors":"S. Guan, Erik Blair","doi":"10.1080/0158037X.2020.1867092","DOIUrl":"https://doi.org/10.1080/0158037X.2020.1867092","url":null,"abstract":"ABSTRACT Through examining the perspectives of students within the Chinese Adult Higher Education sector, this paper investigates their motivation for gaining a degree (that many felt was undervalued) and their perceptions of credentialism in China’s post-massification era. Forty semi-structured interviews were undertaken with adult students studying for degrees in early childhood education. The resultant data is interpreted through the lens of credentialism and illustrates that credentialism in China has depreciated the value of certain degrees and disadvantaged many students. As the only way for working adults to pursue a higher education degree, Chinese Adult Higher Education has become both a ‘opportunity’ for non-degree holders and a ‘trap’ that holds them back as other higher education students enter the job market. These findings offer a unique insight that is likely to be significant for the further development of credentialism theory.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2020.1867092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46909286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.1080/0158037X.2021.1937096
Niels Christian Mossfeldt Nickelsen
ABSTRACT We expose health consumers suffering from chronic diseases to many different healthcare professionals. They need services from health centres, from general practitioners and from hospitals. Lately, they are offered telemonitoring from home. This article scrutinises the implementation of telemonitoring services as a collaboration among groups of professionals. Different ideas of good care presented at a workshop are discussed based on 17 interviews, observations, photos and logbooks. This leads to the identification of three social worlds of care and their values in terms of living with chronic obstructive pulmonary disease. The workshop is discussed as an occasion to learn founded on the symbolic interactionist idea of learning as reflexism. That is the process where participants make their joint lines of action an object of attention. People reach out to collaborate. However, not only people but also objects such as measurements, standards and money are involved in creating and hampering collaboration among social worlds of care. The contribution is a discussion of the challenges of technologically driven innovation in healthcare understood as a learning event. The conclusion is that workshops are useful tools to understand more of the struggles of social worlds to adapt telemonitoring and to contribute to the development of joint action across sites.
{"title":"Making joint action an object of attention – workshops as tools for adapting telemonitoring services","authors":"Niels Christian Mossfeldt Nickelsen","doi":"10.1080/0158037X.2021.1937096","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1937096","url":null,"abstract":"ABSTRACT\u0000 We expose health consumers suffering from chronic diseases to many different healthcare professionals. They need services from health centres, from general practitioners and from hospitals. Lately, they are offered telemonitoring from home. This article scrutinises the implementation of telemonitoring services as a collaboration among groups of professionals. Different ideas of good care presented at a workshop are discussed based on 17 interviews, observations, photos and logbooks. This leads to the identification of three social worlds of care and their values in terms of living with chronic obstructive pulmonary disease. The workshop is discussed as an occasion to learn founded on the symbolic interactionist idea of learning as reflexism. That is the process where participants make their joint lines of action an object of attention. People reach out to collaborate. However, not only people but also objects such as measurements, standards and money are involved in creating and hampering collaboration among social worlds of care. The contribution is a discussion of the challenges of technologically driven innovation in healthcare understood as a learning event. The conclusion is that workshops are useful tools to understand more of the struggles of social worlds to adapt telemonitoring and to contribute to the development of joint action across sites.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1937096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48531416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-30DOI: 10.1080/0158037X.2021.1932453
Van H. Le, D. Maor, Andrew McConney
ABSTRACT This study investigates the practices and perceptions of teachers using social networking sites (SNSs) for informal continuing professional learning in Vietnam. The paper describes one part of a larger exploratory sequential mixed-methods study and draws on data collected via four focus group interviews of 19 EFL teachers from five provinces of southern Vietnam. The study’s findings reveal a variety of activities conducted on SNSs for professional learning purposes. These are categorised into four themes: (1) searching, acquiring and sharing resources, (2) offering and seeking academic assistance (3) improving English proficiency, and (4) connecting and networking. The findings show that most teachers recognise the value of SNSs in terms of usefulness, diversity, flexibility, feeling connected, getting motivated for positive change and cost-effectiveness. This research adds meaningfully to the currently modest literature on how teachers with limited resources, particularly in developing countries, make use of available and affordable digital tools for their own continuing professional learning.
{"title":"The potential of social networking sites for continuing professional learning: investigating the experiences of teachers with limited resources","authors":"Van H. Le, D. Maor, Andrew McConney","doi":"10.1080/0158037X.2021.1932453","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1932453","url":null,"abstract":"ABSTRACT This study investigates the practices and perceptions of teachers using social networking sites (SNSs) for informal continuing professional learning in Vietnam. The paper describes one part of a larger exploratory sequential mixed-methods study and draws on data collected via four focus group interviews of 19 EFL teachers from five provinces of southern Vietnam. The study’s findings reveal a variety of activities conducted on SNSs for professional learning purposes. These are categorised into four themes: (1) searching, acquiring and sharing resources, (2) offering and seeking academic assistance (3) improving English proficiency, and (4) connecting and networking. The findings show that most teachers recognise the value of SNSs in terms of usefulness, diversity, flexibility, feeling connected, getting motivated for positive change and cost-effectiveness. This research adds meaningfully to the currently modest literature on how teachers with limited resources, particularly in developing countries, make use of available and affordable digital tools for their own continuing professional learning.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1932453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47919391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.1080/0158037X.2021.1928052
T. Schatzki
ABSTRACT This essay explores the multifaceted underpinning that spaces provide to social affairs, in particular, educating. It does this by examining a particular episode, involving spaces of educating, that reveals this support through its undermining: the sudden rushes to home and online teaching that university instructors in the US underwent in the spring of 2020. Part one of the essay outlines a practice theoretical account of the spaces of social life according to which there are three principal spaces of sociality: material spaces, activity spatialities, and places. Part Two uses this account to diagnose spatial challenges that instructors faced that spring when they suddenly found themselves at home teaching. The contrast between what happened then and normal educating at universities makes clear just how crucial diverse spatial features of social life can be to the successful carrying on of education practices. The conclusion points out that this episode also affirms that one form of continuing education for educators is becoming conscious of, better appreciating, and acting on things they already know.
{"title":"Spatial troubles with teaching under COVID-19","authors":"T. Schatzki","doi":"10.1080/0158037X.2021.1928052","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1928052","url":null,"abstract":"ABSTRACT This essay explores the multifaceted underpinning that spaces provide to social affairs, in particular, educating. It does this by examining a particular episode, involving spaces of educating, that reveals this support through its undermining: the sudden rushes to home and online teaching that university instructors in the US underwent in the spring of 2020. Part one of the essay outlines a practice theoretical account of the spaces of social life according to which there are three principal spaces of sociality: material spaces, activity spatialities, and places. Part Two uses this account to diagnose spatial challenges that instructors faced that spring when they suddenly found themselves at home teaching. The contrast between what happened then and normal educating at universities makes clear just how crucial diverse spatial features of social life can be to the successful carrying on of education practices. The conclusion points out that this episode also affirms that one form of continuing education for educators is becoming conscious of, better appreciating, and acting on things they already know.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1928052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43987958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.1080/0158037X.2021.1929144
Arda Oosterhoff, T. Thompson, Ineke Oenema-Mostert, A. Minnaert
ABSTRACT How does a researcher investigate phenomena that continually emerge through, with and as various practices? This paper explores this question, drawing on transformative reflections on the unfolding process of an empirical research project investigating professional practice in Dutch early childhood education. The project initially applied an open, exploratory mixed-methods research design, with the aim of gaining a comprehensive understanding of educational realities. As the research project proceeded, however, we found ourselves exploring the multiplicity of educational realities. Incorporating actor-network theory (ANT) into the study design led to an important ontological re-positioning of the project. Drawing on our experiences, we aim to develop the argument that a methodologically heterogeneous research approach is a valuable way to evoke the paradigmatic and methodological reflexivity and humility that is needed to capture the emerging multiplicity of professional practice.
{"title":"Meeting ontologies: actor-network theory as part of a methodologically heterogeneous research project","authors":"Arda Oosterhoff, T. Thompson, Ineke Oenema-Mostert, A. Minnaert","doi":"10.1080/0158037X.2021.1929144","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1929144","url":null,"abstract":"ABSTRACT How does a researcher investigate phenomena that continually emerge through, with and as various practices? This paper explores this question, drawing on transformative reflections on the unfolding process of an empirical research project investigating professional practice in Dutch early childhood education. The project initially applied an open, exploratory mixed-methods research design, with the aim of gaining a comprehensive understanding of educational realities. As the research project proceeded, however, we found ourselves exploring the multiplicity of educational realities. Incorporating actor-network theory (ANT) into the study design led to an important ontological re-positioning of the project. Drawing on our experiences, we aim to develop the argument that a methodologically heterogeneous research approach is a valuable way to evoke the paradigmatic and methodological reflexivity and humility that is needed to capture the emerging multiplicity of professional practice.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1929144","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48128219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-23DOI: 10.1080/0158037X.2021.1928054
Lill Langelotz, K. Mahon
ABSTRACT Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators’ professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus.
{"title":"Risk for professional learning when the academic community is forced online?","authors":"Lill Langelotz, K. Mahon","doi":"10.1080/0158037X.2021.1928054","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1928054","url":null,"abstract":"ABSTRACT Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators’ professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1928054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48559565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-20DOI: 10.1080/0158037X.2021.1928051
J. Charteris, Dianne Smardon, S. Kemmis
ABSTRACT This article illustrates how schooling Innovative Learning Environments (ILE) deploy a future-focused imaginary for a perfectly self-managing society. New building design, coupled with this imaginary, creates possibilities for new ecologies of practices in which there are reframed relationships and pedagogical opportunities. We use the theory of practice architectures to demonstrate how practices in ILE are shaped through discourses, workplace activities, and power relations. We report data from a qualitative case study investigating the implementation of ILE in Aotearoa New Zealand. Interviews were conducted with four principals leading pedagogical transitions in newly built ILE. Data were categorised to explore changes in the cultural-discursive, material-economic, and social-political arrangements of the built spaces in which educators work and students learn. The data paint a vision of a ‘perfectly self-managing society’ where learners and teachers enact subjectivities immersed in pastoral forms of control. There is manufactured uncertainty (where technical solutions are constantly called for to ensure ‘progress’) and this ongoing variation and change destabilise prior practices. This article has relevance to those who work in contexts beyond education – where built spaces and the associated discourses of collaboration, agility and flexibility are elements of transitions to a new imaginary in the workplace.
{"title":"Leadership in the built spaces of innovative learning environments: leading change in people and practices in the perfectly self-managing society","authors":"J. Charteris, Dianne Smardon, S. Kemmis","doi":"10.1080/0158037X.2021.1928051","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1928051","url":null,"abstract":"ABSTRACT This article illustrates how schooling Innovative Learning Environments (ILE) deploy a future-focused imaginary for a perfectly self-managing society. New building design, coupled with this imaginary, creates possibilities for new ecologies of practices in which there are reframed relationships and pedagogical opportunities. We use the theory of practice architectures to demonstrate how practices in ILE are shaped through discourses, workplace activities, and power relations. We report data from a qualitative case study investigating the implementation of ILE in Aotearoa New Zealand. Interviews were conducted with four principals leading pedagogical transitions in newly built ILE. Data were categorised to explore changes in the cultural-discursive, material-economic, and social-political arrangements of the built spaces in which educators work and students learn. The data paint a vision of a ‘perfectly self-managing society’ where learners and teachers enact subjectivities immersed in pastoral forms of control. There is manufactured uncertainty (where technical solutions are constantly called for to ensure ‘progress’) and this ongoing variation and change destabilise prior practices. This article has relevance to those who work in contexts beyond education – where built spaces and the associated discourses of collaboration, agility and flexibility are elements of transitions to a new imaginary in the workplace.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1928051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44148945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/0158037X.2021.1927307
Bernd Käpplinger, Anika Denninger
The Researching Work & Learning (RWL) International Conference Series is the world’s longest, continuously running international research conference series serving the field of workplace learning. It was initiated in 1999. By 2022 it will have visited ten countries in five continents. The conference series as a whole is organised through the work of the RWL International Advisory Committee. This committee is composed of leading international scholars in the diverse field of workplace learning; www.rwlconferences.org is the standing organisational website of this committee. The 11th RWL conference took place at Justus-Liebig-Universität Gießen in Germany in July 2019. The head of the local organising committee was Bernd Käpplinger and Anika Denninger was a key person within the local organising committee. The major theme of the conference was on Configuring Enterprises as Spaces for Learning: Possibilities, Risks and Limits. Enterprises are crucial places and spaces for learning at work. They offer chances and possibilities to learn. Progressive enterprises make resources (money, time, mentors, learning circles, staff, etc.) available for their employees and configure themselves as learning organisations. Other firms can be less interested in the learning of their employees and do little to support learning. Digitalisation offers chances for blended and hybrid forms of learning in virtual spaces. A less optimistic prognosis envisages a loss of jobs or dramatic changes with risks of de-skilling. The whole development requires attention, thus the need for research. This special issue contains papers presented in an earlier form at the conference and developed further for this issue. Soila Lemmetty considers employees’ opportunities for selfdirected learning at technology organisations. Her study uses an ethnographic approach to examine situations in which self-directed learning is realised as an individual or collective phenomenon. Bill Esmond’s paper reports a qualitative study with two case studies, located in Germany and England, of the way vocational teachers’ understandings of facilitating learning across domains are constructed. Felix Lukowski, Myriam Baum and Sabine Mohr focus on evidence of the provision of employer-provided training in times of technological change. The paper investigates German firms’ employer-provided continuing training provision for employees with different skill requirements. It uses firm-level data from the BIBB Establishment Panel on Training and Competence Development and a fractional logit model. Zan Chen, Arthur Chia and Xiaofang Bi write about ways in which innovative learning has been promoted for training and adult education in Singapore. They present findings from three projects. These show that a good proportion of training providers and adult educators are adopting blended learning to respond to changes and new demands. Asmita Bhutani Vij ‘s paper is located in the education-based Non-Government Organisation
{"title":"Configuring enterprises as spaces for learning: possibilities, risks and limits","authors":"Bernd Käpplinger, Anika Denninger","doi":"10.1080/0158037X.2021.1927307","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1927307","url":null,"abstract":"The Researching Work & Learning (RWL) International Conference Series is the world’s longest, continuously running international research conference series serving the field of workplace learning. It was initiated in 1999. By 2022 it will have visited ten countries in five continents. The conference series as a whole is organised through the work of the RWL International Advisory Committee. This committee is composed of leading international scholars in the diverse field of workplace learning; www.rwlconferences.org is the standing organisational website of this committee. The 11th RWL conference took place at Justus-Liebig-Universität Gießen in Germany in July 2019. The head of the local organising committee was Bernd Käpplinger and Anika Denninger was a key person within the local organising committee. The major theme of the conference was on Configuring Enterprises as Spaces for Learning: Possibilities, Risks and Limits. Enterprises are crucial places and spaces for learning at work. They offer chances and possibilities to learn. Progressive enterprises make resources (money, time, mentors, learning circles, staff, etc.) available for their employees and configure themselves as learning organisations. Other firms can be less interested in the learning of their employees and do little to support learning. Digitalisation offers chances for blended and hybrid forms of learning in virtual spaces. A less optimistic prognosis envisages a loss of jobs or dramatic changes with risks of de-skilling. The whole development requires attention, thus the need for research. This special issue contains papers presented in an earlier form at the conference and developed further for this issue. Soila Lemmetty considers employees’ opportunities for selfdirected learning at technology organisations. Her study uses an ethnographic approach to examine situations in which self-directed learning is realised as an individual or collective phenomenon. Bill Esmond’s paper reports a qualitative study with two case studies, located in Germany and England, of the way vocational teachers’ understandings of facilitating learning across domains are constructed. Felix Lukowski, Myriam Baum and Sabine Mohr focus on evidence of the provision of employer-provided training in times of technological change. The paper investigates German firms’ employer-provided continuing training provision for employees with different skill requirements. It uses firm-level data from the BIBB Establishment Panel on Training and Competence Development and a fractional logit model. Zan Chen, Arthur Chia and Xiaofang Bi write about ways in which innovative learning has been promoted for training and adult education in Singapore. They present findings from three projects. These show that a good proportion of training providers and adult educators are adopting blended learning to respond to changes and new demands. Asmita Bhutani Vij ‘s paper is located in the education-based Non-Government Organisation","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1927307","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44910121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-03DOI: 10.1080/0158037X.2021.1920383
T. Fawns, Tamara Mulherin, D. Hounsell, G. Aitken
ABSTRACT Workplaces are complex, dynamic spaces. While some practices are routine and highly predictable, informed by disciplinary and practical knowledge, others are unpredictable and emergent. Outcomes-based education, characterised by standardised, objective measurement of performance under controlled conditions, might be appropriate for routinised practice, but cannot account for emergent forms of professional knowledge. Somewhere between developing pre-specified, discipline-based skills and knowledge, and adapting to situated, contextualised conditions, there must be a capacity for dynamically developing unpredictable practices. This, we argue, should be an important focus of professional education across academic and practice settings. We interviewed 14 teachers and professionals studying part-time, across a range of disciplines, including medicine, architecture, law and allied health professions, about the alignment of learning within the workplace and university assessment. Using a sociomaterial lens, we offer a seamful account of educational and professional settings, manifested through assessment, regulatory bodies, technology and materials. Each seam represents ways of patching contexts together (e.g. accreditation stitches requirements of professional practice into educational approaches). Exposing such seams can reveal limitations and possibilities of classrooms and workplaces as sites of professional learning, whereas hiding the complexity of professional practice may be counterproductive to developing students’ adaptive capacity to successfully negotiate practice settings.
{"title":"Seamful learning and professional education","authors":"T. Fawns, Tamara Mulherin, D. Hounsell, G. Aitken","doi":"10.1080/0158037X.2021.1920383","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1920383","url":null,"abstract":"ABSTRACT\u0000 Workplaces are complex, dynamic spaces. While some practices are routine and highly predictable, informed by disciplinary and practical knowledge, others are unpredictable and emergent. Outcomes-based education, characterised by standardised, objective measurement of performance under controlled conditions, might be appropriate for routinised practice, but cannot account for emergent forms of professional knowledge. Somewhere between developing pre-specified, discipline-based skills and knowledge, and adapting to situated, contextualised conditions, there must be a capacity for dynamically developing unpredictable practices. This, we argue, should be an important focus of professional education across academic and practice settings. We interviewed 14 teachers and professionals studying part-time, across a range of disciplines, including medicine, architecture, law and allied health professions, about the alignment of learning within the workplace and university assessment. Using a sociomaterial lens, we offer a seamful account of educational and professional settings, manifested through assessment, regulatory bodies, technology and materials. Each seam represents ways of patching contexts together (e.g. accreditation stitches requirements of professional practice into educational approaches). Exposing such seams can reveal limitations and possibilities of classrooms and workplaces as sites of professional learning, whereas hiding the complexity of professional practice may be counterproductive to developing students’ adaptive capacity to successfully negotiate practice settings.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1920383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48098448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-03DOI: 10.1080/0158037X.2021.1920384
S. Kemmis
ABSTRACT In this essay, I explore a disagreement with my friend Theodore (Ted) Schatzki about learning. Specifically, the dispute is between views of learning presented in the (2017) book edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy, Practice Theory Perspectives on Pedagogy and Education: Praxis, diversity, and contestation, specifically Schatzki’s ‘Chapter 2: Practices and learning’ and Kemmis, Edwards-Groves, Lloyd, Grootenboer, Hardy and Wilkinson ‘Chapter 3: Learning as being ‘stirred in’ to practices’. Schatzki thinks practice theory can accept the ‘standard’ view of learning as the acquisition of knowledge. I aim to secure an alternative view: that practice theory offers a different conception of learning as happening in the reproduction (with variation) and transformation of practices, and the production of new practices – but the argument also leads me to conclude that learning itself is not a practice.
{"title":"A practice theory perspective on learning: beyond a ‘standard’ view","authors":"S. Kemmis","doi":"10.1080/0158037X.2021.1920384","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1920384","url":null,"abstract":"ABSTRACT In this essay, I explore a disagreement with my friend Theodore (Ted) Schatzki about learning. Specifically, the dispute is between views of learning presented in the (2017) book edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy, Practice Theory Perspectives on Pedagogy and Education: Praxis, diversity, and contestation, specifically Schatzki’s ‘Chapter 2: Practices and learning’ and Kemmis, Edwards-Groves, Lloyd, Grootenboer, Hardy and Wilkinson ‘Chapter 3: Learning as being ‘stirred in’ to practices’. Schatzki thinks practice theory can accept the ‘standard’ view of learning as the acquisition of knowledge. I aim to secure an alternative view: that practice theory offers a different conception of learning as happening in the reproduction (with variation) and transformation of practices, and the production of new practices – but the argument also leads me to conclude that learning itself is not a practice.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1920384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43113347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：