Professional Practice and Learning

Times, Spaces, Bodies, Things

Nick Hopwood (Autor)

Buch | Hardcover

XXV, 372 Seiten

2015 | 1st ed. 2016
Springer International Publishing (Verlag)
978-3-319-26162-1 (ISBN)

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This book explores important questions about the relationship between professional practice and learning, and implications of this for how we understand professional expertise. Focusing on work accomplished through partnerships between practitioners and parents with young children, the book explores how connectedness in action is a fluid, evolving accomplishment, with four essential dimensions: times, spaces, bodies, and things. Within a broader sociomaterial perspective, the analysis draws on practice theory and philosophy, bringing different schools of thought into productive contact, including the work of Schatzki, Gherardi, and recent developments in cultural historical activity theory. The book takes a bold view, suggesting practices and learning are entwined but distinctive phenomena. A clear and novel framework is developed, based on this idea. The argument goes further by demonstrating how new, coproductive relationships between professionals and clients can intensify thepedagogic nature of professional work, and showing how professionals can support others' learning when the knowledge they are working with, and sense of what is to be learned, are uncertain, incomplete, and fragile.

Nick Hopwood is a Chancellor’s Post-Doctoral Research Fellow at the University of Technology, Sydney, and a member of the Centre for Research in Learning and Change. He has a strong track record of published work and relevant experience of book authorship. From 2004 to the present, he has published 17 journal articles, 5 book chapters, a joint-authored book (Rickinson, Lundholm & Hopwood, Environmental Learning: Insights from Research into the Student Experience, Springer, 2009), and a monograph (Geography in Secondary Schools: Researching Pupils’ Classroom Experiences, Continuum, 2012). He has edited two special issues of international journals, and has served as a book-review editor. His publications trace a long interest in framing empirical problems in relation to learning, practice and work in different contexts.

Part I Professional, Theoretical, and Empirical Foundations.- 1. Introduction.- 2 Professional Practice Context, Research Site and Partnership.- 3 Sociomaterialism, practice theory, and workplace learning.- 4 Ethnographic Underpinnings.- Part II Four Dimensions of Professional Practices and Learning.- 5. Times and Professional Practices.- 6 Spaces and Professional Practices.- 7 Bodies and Professional Practices.- 8 Things and Professional Practices.- Part III Professional Learning, Partnership and Practice.- 9 Professional Learning as Attuning, Connecting and Sensitising.- 10 Professional Learning in Pedagogic Practices.- 11 Conclusions.- Index.

Erscheinungsdatum	04.12.2015
Reihe/Serie	Professional and Practice-based Learning
Zusatzinfo	XXV, 372 p. 26 illus.
Verlagsort	Cham
Sprache	englisch
Maße	155 x 235 mm
Themenwelt	Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
	Sozialwissenschaften ► Pädagogik ► Berufspädagogik
	Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
Schlagworte	adult learning • body geometries • collective choreography • family health service • Health workforce • Karitane • Learning & Instruction • Learning and Instruction • Learning & Instruction • Lifelong Learning/Adult Education • micro-practices • non-knowledge • practices of coproduction • Practice Theory • Professional & Vocational Education • professional learning • Professional Practice • Professional & Vocational Education • social resilience • SUCO41171 • workplace learning
ISBN-10	3-319-26162-2 / 3319261622
ISBN-13	978-3-319-26162-1 / 9783319261621
Zustand	Neuware