Conclusions
- Publisher:
- Springer International Publishing
- Publication Type:
- Chapter
- Citation:
- Professional and Practice-based Learning, 2016, 15, pp. 345-362
- Issue Date:
- 2016-01-01
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
| PPL 3-11 Conclusions RESUBMIT.docx | Accepted version | 61.3 kB |
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© 2016, Springer International Publishing Switzerland. This chapter pulls together the various arguments and insights presented through this book. It both zooms in on details relating to the Residential Unit of Karitane in Carramar, Sydney, and zooms out to consider wider implications in terms of professional practices and learning more generally. It begins by revisiting the four essential dimensions of times, spaces, bodies and things. These are then taken forward in a brief summary of the distinctive view of professional learning in practice presented in Part III. This articulates a view of practice and learning as entangled, but analytically separable. Emergence is then highlighted, before the functions and epistemologies of professional learning in partnership-based practices are revisited. This section highlights connecting and textural work, and sensitising and epistemic work. The final arguments to be revisited focus on the intensified pedagogic nature of practice based on partnership between professionals and service users. This is framed in terms of journeys into the unknown, and the need for distinctive concepts of pedagogy is explained. Concepts of nanopedagogies and pedagogic continuity are presented within this context. The chapter wraps up with reflections on the key questions posed in Chap. 1, and on theory and future directions for research on professional practice and learning.
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