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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.
List of contents
Professional knowing, work arrangements and responsibility: new times, new concepts?
Tara Fenwick, University of Stirling and Monika Nerland, University of OsloSection1: 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
Åsa Mäkitalo, 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, Linköping University, Sweden
Karin Siwe, Linköping 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
About the author
Tara Fenwick is Professor of Education at the University of Stirling, UK and director of ProPEL, an international network for research in professional practice, education and learning.. Her most recent book is Emerging Approaches to Educational Research: tracing the sociomaterial, with R. Edwards and P. Sawchuk (Routledge 2012).
Monika Nerland is Professor of Education at the University of Oslo, Norway. She has led several research projects focusing on leraning and knowledge development in different professions. She recently co-edited the book Professional Learning in the Knowledge Society, with K. Jensen and L.C. Lahn (Sense 2012).
