rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Professional Practice and Learning
    sub title: Times, Spaces, Bodies, Things
  name:
    name part: Hopwood, Nick.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2016
    edition: 1st ed. 2016.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XXV, 372 p. 26 illus. online resource.
  abstract: This book explores important questions about the relationship between professional practice and learning, and implications of this for how we understand professional expertise. Focusing on work accomplished through partnerships between practitioners and parents with young children, the book explores how connectedness in action is a fluid, evolving accomplishment, with four essential dimensions: times, spaces, bodies, and things. Within a broader sociomaterial perspective, the analysis draws on practice theory and philosophy, bringing different schools of thought into productive contact, including the work of Schatzki, Gherardi, and recent developments in cultural historical activity theory. The book takes a bold view, suggesting practices and learning are entwined but distinctive phenomena. A clear and novel framework is developed, based on this idea. The argument goes further by demonstrating how new, coproductive relationships between professionals and clients can intensify the pedagogic nature of professional work, and showing how professionals can support others’ learning when the knowledge they are working with, and sense of what is to be learned, are uncertain, incomplete, and fragile. “Meticulously researched and at once measured and authoritative, this constitutes an important and innovative contribution to the field. Based on an in-depth ethnographic study, it develops a rich account of practice in action and context, and provides new insight into professional learning and its associated pedagogies. Highly recommended.” Professor Bill Green, Charles Sturt University (Australia) “This book forms a significant contribution to our understanding of professional practice and learning. It brings together recent sociomaterial approaches, and adds to these in important ways. I strongly recommend this book for scholars and practitioners who take interest in professional work and learning, and in sociomaterial approaches to practice more generally.” Professor Monika …
  table of contents: Part I Professional, Theoretical, and Empirical Foundations -- 1. Introduction -- 2 Professional Practice Context, Research Site and Partnership -- 3 Sociomaterialism, practice theory, and workplace learning -- 4 Ethnographic Underpinnings -- Part II Four Dimensions of Professional Practices and Learning -- 5. Times and Professional Practices -- 6 Spaces and Professional Practices -- 7 Bodies and Professional Practices -- 8 Things and Professional Practices -- Part III Professional Learning, Partnership and Practice -- 9 Professional Learning as Attuning, Connecting and Sensitising -- 10 Professional Learning in Pedagogic Practices -- 11 Conclusions -- Index. .
  note: by Nick Hopwood.
  subject:
    topic: Education
  subject:
    topic: Lifelong learning
  subject:
    topic: Adult education
  subject:
    topic: Education
  subject:
    topic: Professional & Vocational Education
  subject:
    topic: Lifelong Learning/Adult Education
  subject:
    topic: Learning & Instruction
  classification: LC1051-1072
  classification: LC1041-1048
  classification: 370.113
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Professional and Practice-based Learning, 15
  identifier: 9783319261645
  identifier: http://dx.doi.org/10.1007/978-3-319-26164-5
  record info:
    record creation date: 151107
    record change date: 20160123152756.0
    record identifier: 978-3-319-26164-5