Given the emphasis on transforming professional work through the
adoption of enquiry-based and trans-disciplinary approaches to
service development, there is an urgent need for those involved in
professional education to develop a robust understanding of how
changes in practice occur. A more inclusive approach to the
analysis of the processes involved across the varied and
interrelated contexts in which they occur is thus very timely.
In this book, Jenny Reeves sets out to explore the gap between
the experience of professional learning as an interactive, dynamic
and socially contextualised process, and descriptions that are
often individualistic, overly linear and largely context-free. She
makes the claim that this disjuncture is the outcome of modes of
enquiry that concentrate on limited selections of the available
data.
Adopting a relational approach to describing practice-based
professional development, including graphical means for exploring
the spaces produced by the activity, provides a very different
picture. It creates a basis for representing the complex movements,
relationships and interactions between people and things that occur
during professional learning. It also provides a productive
approach to describing the exchange and creation of professional
knowledge across different contexts over time.
By building a picture of the ephemeral spaces and connections
that educating activities produce, mapping relational space allows
those engaged in professional education to think rather differently
about how professional learning and changes in knowledge and
practice may be understood, supported and developed.
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