Problematising practice, Learning and change: Practice-theory perspectives on professional learning

Reich, A; Hager, P

Problematising practice, Learning and change: Practice-theory perspectives on professional learning

Reich, A

Hager, P

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Publication Type:: Journal Article
Citation:: Journal of Workplace Learning, 2014, 26 pp. 418 - 431
Issue Date:: 2014-09-02

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Field	Value	Language
dc.contributor.author	Reich, A https://orcid.org/0000-0002-1051-0261	en_US
dc.contributor.author	Hager, P	en_US
dc.date.available	2020-05-25T19:27:47Z
dc.date.issued	2014-09-02	en_US
dc.identifier.citation	Journal of Workplace Learning, 2014, 26 pp. 418 - 431	en_US
dc.identifier.issn	1366-5626	en_US
dc.identifier.uri	http://hdl.handle.net/10453/35446
dc.description.abstract	© Emerald Group Publishing. Purpose – This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning.Design/methodology/approach – This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread.Findings – A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change.Originality/value – This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice.	en_US
dc.relation.ispartof	Journal of Workplace Learning	en_US
dc.relation.isbasedon	10.1108/JWL-02-2014-0016	en_US
dc.subject.classification	Business & Management	en_US
dc.title	Problematising practice, Learning and change: Practice-theory perspectives on professional learning	en_US
dc.type	Journal Article
utslib.citation.volume	26	en_US
utslib.for	130108 Technical, Further and Workplace Education	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1503 Business and Management	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
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	26	en_US

Abstract:

© Emerald Group Publishing. Purpose – This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning.Design/methodology/approach – This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread.Findings – A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change.Originality/value – This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice.

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http://hdl.handle.net/10453/35446