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Books > Social sciences > Education > Careers guidance > Industrial or vocational training
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Reconceptualising Professional Learning - Sociomaterial knowledges, practices and responsibilities (Hardcover, New)
Loot Price: R4,482
Discovery Miles 44 820
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Reconceptualising Professional Learning - Sociomaterial knowledges, practices and responsibilities (Hardcover, New)
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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. The
space and time relations in which professional practice and
learning are embedded are becoming more complex, as are the
epistemic underpinnings of professional work. Together these shifts
bring about intersections of professional knowledge and
responsibilities that call for new conceptions of professional
knowing. Exploring what the authors call sociomaterial perspectives
on professional learning they argue that theories that trace not
just the social but also the material aspects of practice - such as
tools, technologies, texts but also bodies and actions - are useful
for coming to terms with the challenges described above.
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.
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