Editors:
- Provides a rigorous and detailed discussion of practice, a concept that is typically taken-for-granted in educational literature
- The detailed, broadly socio-material, account of practice provides novel insights about learning and change and about the various relationships between these three concepts
- Brings together contributions by key international figures from the different theoretical frames and perspectives on practice and learning
- Diverse sites of professional and workplace learning are deployed to illustrate the practice-learning-change nexus
Part of the book series: Professional and Practice-based Learning (PPBL, volume 8)
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Table of contents (17 chapters)
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Front Matter
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Theorising Practice; Rethinking Professional Learning
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Front Matter
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Theorising practice; rethinking professional learning
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Investigating Learning Practices
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Front Matter
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Investigating learning practices
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Practice, Learning and Change
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Front Matter
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About this book
The three concepts central to this volume—practice, learning and change—have received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of ‘practice’ as an unexamined given, its co-location as a term with various classifiers, as in ‘legal practice’ and ‘teaching practice’, render it curiously devoid of semantic force.
In this book, ‘practice’ is the super-ordinate organising idea. Drawing on what has been termed the ‘practice turn in contemporary theory’, the work develops a conceptual framework for researching learning in, and on, practice. It challenges received notions of practice, questioning the assumptions, elisions, conflations and silences on the subject. In so doing, it offers fresh insights into learning and change, and how they relate to practice. In tandem with this conceptual work, the book details site-ontological studies of practice and learning in diverse professional and workplace contexts, examining the work of occupations as various as doctors, chefs and orchestral musicians. It demonstrates the value of theorising practice, learning and change, as well as exploring the connections between them amid our evolving social and institutional structures.
Editors and Affiliations
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, Faculty of Arts and Social Sciences, University of Technology, Sydney, Ultimo, NSW, Australia
Paul Hager, Alison Lee, Ann Reich
Bibliographic Information
Book Title: Practice, Learning and Change
Book Subtitle: Practice-Theory Perspectives on Professional Learning
Editors: Paul Hager, Alison Lee, Ann Reich
Series Title: Professional and Practice-based Learning
DOI: https://doi.org/10.1007/978-94-007-4774-6
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2012
Hardcover ISBN: 978-94-007-4773-9Published: 28 June 2012
Softcover ISBN: 978-94-017-8516-7Published: 18 July 2014
eBook ISBN: 978-94-007-4774-6Published: 25 June 2012
Series ISSN: 2210-5549
Series E-ISSN: 2210-5557
Edition Number: 1
Number of Pages: XVI, 292
Topics: Professional & Vocational Education, Lifelong Learning/Adult Education, Higher Education