Professional Learning in Pedagogic Practices

Hopwood, N

Professional Learning in Pedagogic Practices

Hopwood, N

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Publisher:: Springer International Publishing
Publication Type:: Chapter
Citation:: Professional and Practice-based Learning, 2016, 15, pp. 305-343
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.date.accessioned	2020-07-13T05:55:56Z
dc.date.available	2020-07-13T05:55:56Z
dc.date.issued	2016-01-01
dc.identifier.citation	Professional and Practice-based Learning, 2016, 15, pp. 305-343
dc.identifier.isbn	9783319261621
dc.identifier.uri	http://hdl.handle.net/10453/141761
dc.description.abstract	© 2016, Springer International Publishing Switzerland. This chapter explores the idea that partnership-based practices intensify the pedagogic nature of work that may not be traditionally seen as such. It brings a four-dimensional view of professional practices into contact with the arguments about professional learning presented in Chap. 9. It entangles these with basic Vygotskian concepts of the zone of proximal development and scaffolding. Focusing on the pedagogic work of supporting families who stay on the Residential Unit enables different features of professional practices, learning and expertise to be highlighted. Continuing the thread from the previous chapter, this pedagogic work is characterized by uncertainty and ambiguity, conceptualized here in terms of pedagogies of the unknown. The chapter begins by exploring forms of scaffolding and professional expertise learning in practice associated with them. It then presents a new concept of nanopedagogies. Nanopedagogies are transformative encounters founded upon professionals attuning to families. The significance of what is noticed is made available to parents, and then their role as the driving force in bringing about positive change is highlighted. These three steps of noticing, significance and attribution form a basic framework for reinterpreting the past in order to change possibilities for the future, and they are in evidence in multiple forms and contexts across the Unit. The chapter concludes by exploring pedagogic continuity—key ideas that are widespread, helping professionals act in conditions of uncertainty, and providing some stable basis for pedagogies of the unknown.
dc.language	en
dc.publisher	Springer International Publishing
dc.relation.ispartof	Professional and Practice-based Learning
dc.relation.isbasedon	10.1007/978-3-319-26164-5_10
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Professional Learning in Pedagogic Practices
dc.type	Chapter
utslib.citation.volume	15
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2020-07-13T05:55:52Z
pubs.publication-status	Published
pubs.volume	15

Abstract:

© 2016, Springer International Publishing Switzerland. This chapter explores the idea that partnership-based practices intensify the pedagogic nature of work that may not be traditionally seen as such. It brings a four-dimensional view of professional practices into contact with the arguments about professional learning presented in Chap. 9. It entangles these with basic Vygotskian concepts of the zone of proximal development and scaffolding. Focusing on the pedagogic work of supporting families who stay on the Residential Unit enables different features of professional practices, learning and expertise to be highlighted. Continuing the thread from the previous chapter, this pedagogic work is characterized by uncertainty and ambiguity, conceptualized here in terms of pedagogies of the unknown. The chapter begins by exploring forms of scaffolding and professional expertise learning in practice associated with them. It then presents a new concept of nanopedagogies. Nanopedagogies are transformative encounters founded upon professionals attuning to families. The significance of what is noticed is made available to parents, and then their role as the driving force in bringing about positive change is highlighted. These three steps of noticing, significance and attribution form a basic framework for reinterpreting the past in order to change possibilities for the future, and they are in evidence in multiple forms and contexts across the Unit. The chapter concludes by exploring pedagogic continuity—key ideas that are widespread, helping professionals act in conditions of uncertainty, and providing some stable basis for pedagogies of the unknown.

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http://hdl.handle.net/10453/141761