Professional Learning In Changing Contexts
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Professional Learning in Changing Contexts
The knowledge and decisions of professionals influence all facets of modern life, a fact reflected by the increasing and distinct emphasis on public accountability for what professionals know and do. The nature of this accountability has been fundamentally transformed in response to a changing context of market pressures, network arrangements, declining discretion and public trust, and public managerialism. To tackle these challenges, an important body of research has emerged which concentrates on the material elements and processes of professional learning, and considers how these affect wider society. This volume presents specific pressures on professionals’ learning in different occupational contexts ranging from public school teaching to medicine and creative industry. These pressures are wrought by changing regulatory frameworks, changing modes of organising, changing demands and changing knowledge authorities in professional practice. The authors stress the importance of understanding these relations as sociomaterial webs through which the important moments of professional action and decisions emerge. This approach moves us beyond accepting ‘learning’ as an identifiable, individualist phenomenon by emphasising the multiplicities around professional practice ‘standards’ and ‘quality’, workarounds, responsibility, agency, and knowledge practices. As the chapters here demonstrate, sociomaterial perspectives raise new questions and methodologies that can highlight what is often invisible in the sometimes messy dynamics of professional learning, and point to new ways of promoting and supporting professional education. This book was originally published as a special issue of the Journal of Education and Work.
Professional Learning in Changing Contexts
The knowledge and decisions of professionals influence all facets of modern life, a fact reflected by the increasing and distinct emphasis on public accountability for what professionals know and do. The nature of this accountability has been fundamentally transformed in response to a changing context of market pressures, network arrangements, declining discretion and public trust, and public managerialism. To tackle these challenges, an important body of research has emerged which concentrates on the material elements and processes of professional learning, and considers how these affect wider society. This volume presents specific pressures on professionals’ learning in different occupational contexts ranging from public school teaching to medicine and creative industry. These pressures are wrought by changing regulatory frameworks, changing modes of organising, changing demands and changing knowledge authorities in professional practice. The authors stress the importance of understanding these relations as sociomaterial webs through which the important moments of professional action and decisions emerge. This approach moves us beyond accepting ‘learning’ as an identifiable, individualist phenomenon by emphasising the multiplicities around professional practice ‘standards’ and ‘quality’, workarounds, responsibility, agency, and knowledge practices. As the chapters here demonstrate, sociomaterial perspectives raise new questions and methodologies that can highlight what is often invisible in the sometimes messy dynamics of professional learning, and point to new ways of promoting and supporting professional education. This book was originally published as a special issue of the Journal of Education and Work.
Teacher Learning in Changing Contexts
Author: Alison Castro Superfine
language: en
Publisher: Taylor & Francis
Release Date: 2022-09-13
New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded. Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question: What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century? How do learning sciences’ tools, strategies, and experiences provide opportunities for them to learn these? What role do teachers play as co-designers of educational innovations? What unique affordances does co-design afford for teacher learning? What do teachers learn through engaging in co-design? How do teachers work and learn as part of interdisciplinary teams within educational systems? What might it look like to design for teacher learning in these broader organizational systems? Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.