01 SES 11 B, CPD Practices Across Settings
Parallel Paper Session
This paper considers the nature of professional learning arising from action research in widely dispersed and mobile work settings across professional organisations.The theorectical framework adopted is derived from practice-based theories of learning, where practice is understood to be ‘embodied, materially mediated arrays of human activity centrally organized round shared practical understanding’ (Schatzki, 2001:2). In particular, our conception of profession learning follows Fenwick et al. (2003) in their discussion of learning as socio-material. The paper suggests that the dilemmas arising from action research projects can offer potential for professionals to experience informal and often unanticipated learning about roles and responsibilities, and structures and systems within the workplace. The paper explores the types of dilemmas experienced by professionals from four case studies representing different work place contexts and identifies similarities in the kinds of professional learning experienced. The paper argues that much of the learning that takes place as a result of analysing dilemmas is transformative in that it enables people to become more critical of practice and aware of the underlying contradictions and problematic structures that affect their practices (Brookfield and Holst 2011). The cases presented in this paper are structured around the following questions. What was the purpose of the AR and in what ways was it intended to promote learning? What were the dilemmas arising from the case? What transformative professional learning emerged from the dilemmas?
Brookfield, S. and Holst, J. (2011) Radicalizing learning: adult education for a just world. San Fransisco Jossey Bass. Burgess, C. (2011) Doing Action Research in Organisations: Professional Learning and Organisational Change’: a University of Stirling and cross departmental workshop sponsored by ProPEL http://www.propel.stir.ac.uk/events/past-events.php Carr, W. and Kemmis, S. (1986) Becoming Critical: education, knowledge and action research. London: Routledge. Drew, V. (2011) Doing Action Research in Organisations: Professional Learning and Organisational Change’: a University of Stirling and cross departmental workshop sponsored by ProPEL http://www.propel.stir.ac.uk/events/past-events.php Fenwick, T. (2003). Learning through experience: troubling assumptions and questioning intersections. Malabar FL: Kreiger. Gherardi, Silvia. (2006). Organisational knowledge: the texture of workplace learning. Malden MA: Wiley-Blackwell. Guile, D. (2010) The Learning Challenge of the Knowledge Economy. Rotterdam: Sense Publishers. Hastings, G. (2009) Being there: Public health needs a public face. Perspectives in Public Health, 129(6), 257-258. Maiter, S., Simich, L. Jacobson, N. and Wise, J. (2008) Reciprocity. An ethic for community based participatory action research. Action Research, 6(3), 305-325. McTaggart, (1996) Issues for Participatory action researchers in Zuber-Skerrit, O. (Ed) New Directions in Action Research. London: Falmer Press. Platteel, T., Hulshof, H., Ponte, P., Van Driel, J. and Verloop, N. et al (2010) Forming a collaborative action research partnership. Action Research, 18(4), 429-451. Reason, P. and Bradbury, H. (Eds) (2001) Handbook of Action Research. London: Sage. Schatzki, T., Knorr-Cetina, K. and E. Von Savigney, 2001) The Practice Turn in Contempory Theory. London: Routledge. Smith A., Roxburgh M., James B., Mackay S., Gray C., Parkes T., McCulloch K., Lauder W., (2010) Developing community nursing practice: promoting case management and skill enhancement to support shifting the balance of care Report to NHS Highland Stringer, E. T. (2007) Action Research: A handbook for practitioners. California: Sage.
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