Using practice theory to investigate professional engineers' workplace learning

Rooney, D; Boud, D; Reich, A; Fitzgerald, T; Willey, K; Gardner, A

Using practice theory to investigate professional engineers' workplace learning

Rooney, D

Boud, D

Reich, A

Fitzgerald, T

Willey, K

Gardner, A

Permalink

Publication Type:: Conference Proceeding
Citation:: Proceedings - Frontiers in Education Conference, FIE, 2012
Issue Date:: 2012-12-01

Closed Access

	Filename	Description	Size
	2012000697OK.pdf	Published version	1.59 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Reich, A https://orcid.org/0000-0002-1051-0261	en_US
dc.contributor.author	Fitzgerald, T https://orcid.org/0000-0002-5456-7606	en_US
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X	en_US
dc.date.issued	2012-12-01	en_US
dc.identifier.citation	Proceedings - Frontiers in Education Conference, FIE, 2012	en_US
dc.identifier.isbn	9781467313513	en_US
dc.identifier.issn	1539-4565	en_US
dc.identifier.uri	http://hdl.handle.net/10453/30864
dc.description.abstract	This paper reports on the first phase of an Australian inter-disciplinary partnership study concerned with professional learning of experienced engineers. It is a theoretically motivated, qualitative paper that aims to produce detailed descriptions of professional learning that arise within professional engineering work. The paper uses practice theory to conceptualise professional learning. By using 'practices' as the units of analysis, professional learning is understood as an integral part of everyday work practices that is embodied, relational and material rather than an individual attribute. The paper concludes by suggesting that practice theory may provide organisations with an alternative perspective of workplace learning, inviting them to reconsider how professional learning is acknowledged, rewarded and fostered in organisations. © 2012 IEEE.	en_US
dc.relation.ispartof	Proceedings - Frontiers in Education Conference, FIE	en_US
dc.relation.isbasedon	10.1109/FIE.2012.6462392	en_US
dc.title	Using practice theory to investigate professional engineers' workplace learning	en_US
dc.type	Conference Proceeding
utslib.for	0915 Interdisciplinary Engineering	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

This paper reports on the first phase of an Australian inter-disciplinary partnership study concerned with professional learning of experienced engineers. It is a theoretically motivated, qualitative paper that aims to produce detailed descriptions of professional learning that arise within professional engineering work. The paper uses practice theory to conceptualise professional learning. By using 'practices' as the units of analysis, professional learning is understood as an integral part of everyday work practices that is embodied, relational and material rather than an individual attribute. The paper concludes by suggesting that practice theory may provide organisations with an alternative perspective of workplace learning, inviting them to reconsider how professional learning is acknowledged, rewarded and fostered in organisations. © 2012 IEEE.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/30864