图书简介
This book presents leading-edge perspectives and methodologies to address emerging issues of concern for professional learning in contemporary society. The conditions for professional practice and learning are changing dramatically in the wake of globalization, new modes of knowledge production, new regulatory regimes, and increased economic-political pressures. In the wake of this, a number of challenges for learning emerge:
more practitioners become involved in interprofessional collaboration
developments in new technologies and virtual workworlds
emergence of transnational knowledge cultures and interrelated circuits of knowledge.
Reconceptualising Professional Learning develops these issues through specific contemporary cases focused on one of the book’s three main themes: (1) professionals’ knowing in practice, (2) professionals’ work arrangements and technologies, or (3) professional responsibility. Each chapter draws upon innovative theory to highlight the sociomaterial webs through which professional learning may be reconceptualised. Authors are based in Australia, Canada, Italy, Norway, Sweden, and the USA as well as the UK and their cases are based in a range of professional settings including medicine, teaching, nursing, engineering, social services, the creative industries, and more.
By presenting detailed accounts of these themes from a sociomaterial perspective, the book opens new questions and methodological approaches. These can help make more visible what is often invisible in today’s messy dynamics of professional learning, and point to new ways of configuring educational support and policy for professionals.
馆藏图书馆
Harvard Library
Professional knowing, work arrangements and responsibility: new times, new concepts ? Tara Fenwick, University of Stirling and Monika Nerland, University of Oslo Section1: Reconceptualising Professional Knowing Professional knowing-in-practice : rethinking materiality and border resources in telemedicine Silvia Gherardi, University of Trento, Italy Learning through epistemic practices in professional work: examples from nursing and engineering Monika Nerland and Karen Jensen, University of Oslo, Norway The doctor and the blue form: learning professional responsibility Miriam Zukas, Birkbeck, University of London and Sue Kilminster, Leeds Medical Education Institute, University of Leeds Re-thinking teacher professional learning: a more than representational account Dianne Mulcahy, University of Melbourne, Australia Surfacing the multiple: diffractive methods for rethinking professional practice and knowledge Davide Nicolini and Bridget Roe, Warwick University, UK Section II: Reconceptualising Professional Work Arrangements Nurturing occupational expertise in the contemporary workplace: an ?apprenticeship turn? in professional learning Alison Fuller, University of Southampton Lorna Unwin, Institute of Education, UK A technology shift and its challenges to professional conduct: mediated vision in endodontics ?sa M?kitalo, University of Gotenburg, Sweden Claes Reit Engineering knowing in the digital workplace: aligning sociality and materiality in practice Aditya Johri, Virginia Tech University, USA Interprofessional working and learning: a conceptualization of their relationship and its implications for education David Guile, Institute of Education, UK Arrangements of co-production in healthcare: partnership modes of interprofessional practice Roger Dunston, University of Technology at Sydney, Australia Section III: Reconceptualising Professional Responsibility Materiality and professional responsibility Tara Fenwick, University of Stirling, UK Developing professional responsibility in medicine: a sociomaterial curriculum Nick Hopwood, University of Technology at Sydney, Australia Madeleine Abrandt Dahlgren, Link?ping University, Sweden Karin Siwe , Link?ping University, Sweden Dilemmas of responsibility for health professionals in independent practice Sarah Wall, University of Alberta, Canada Putting time to ?good? use in educational work: a question of responsibility Helen Colley, Huddersfield University, UK Lea Henriksson, University of Tampere, Finland Beatrix Niemeyer, University of Flensburg, Germany Terri Seddon, Monash University, Australia Professional learning for planetary sustainability: ?thinking through country? Margaret Somerville, University of Western Sydney
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