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1.
《British Educational Research Journal》2006,32(5):687-701
This article presents an analysis of gender identity within the context of lifelong learning. Constructed specifically around individual experiences of occupational apprenticeship in English professional football, it draws on a re‐reading of data collected in the early 1990s to depict the way in which a group of young men were socialised into their new‐found occupational culture and how their identities were shaped by the heavily gendered routines of workplace practice. Framing apprenticeship as a holistic ‘learning’ experience, the article looks at how the legitimate peripheral participation of trainees in an established community of practice facilitated their adaptation to and assimilation of various skills, procedures and institutional norms via informal learning processes. Set against the historical development of apprenticeship in England, the article uses qualitative research findings to determine the extent to which apprenticeship within professional sport might facilitate the reproduction of stereotypical gender norms and values. 相似文献
2.
Nita L. Cherry 《Studies in Continuing Education》2014,36(3):241-256
This paper suggests that complex practice dilemmas call for thick stories of masterful practice that don't ignore the tensions and ambiguities involved. The paper draws on an Australian study of policing as a fruitful example. Academic commentary suggests policing is beset with practice dilemmas unique in their complexity. However, empirical studies suggest that stories of mastery dominating police culture are heroic, simplistic accounts from which the doubts and tensions of dilemma have been removed. The study reported here explored interviews with 50 serving police officers for indicators of whether they describe their work in similarly limited ways. In total, 351 separate dilemma statements were identified and a further 252 statements offered glimpses of how officers deal with dilemmas. These statements offer multiple clues as to what more comprehensive stories of complex practice mastery might look like. It is suggested that workplace learning and continuing education should actively encourage the construction of such stories. Similarly, for other domains of practice, it is suggested that stories of masterful practice describe, in plain language, constructive engagement with the wicked and unresolvable, in order to be helpful in an age of super-complexity in which liquid learning presents both challenges and opportunities. 相似文献
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This paper explores how newcomers experience their transition to work as they strive to move from a position of ‘educational’ knowledge to professional knowing. Hence, we focus on how newcomers learn to transform knowledge to knowing at work. We do this through the analysis of two ethnographic case studies: one with a focus on new office workers and the other on newly employed paramedics. In our analysis, we approach knowledge as a question of knowing through practise. This enables us to recognize the complexities of learning at and for work and learning and knowing as integrated processes, where learning is situated, relational and mediated. We find that newcomers’ learning occurs through social interactions and participation, not simply by joining in but involving complex interactions to first find and grasp the pathways or the ‘codes’ (established organizational culture) that enable fruitful participation. Getting access to colleagues and thus, established practice is already considered important support for newcomers to learn to enact ‘educational’ knowledge professionally. However, we find that what is most important for newcomers is how they become knowledgeable as they recognize that it is not their educational knowledge, but working out how to engage and participate in the social practices, that counts. 相似文献
5.
Uta Papen 《Ethnography and Education》2018,13(1):119-134
This paper examines the role of religious literacy practices such as hymns, prayers and Bible stories in the context of literacy teaching in primary schools in England. Drawing on data collected through a classroom ethnography of a year 1 class (five and six-year-olds) conducted in a Catholic primary school in 2013 and 2014, I suggest that religious literacy practices contribute to children’s literacy learning in various ways. They focus children’s attention on a text’s meaning, not on decoding, as other literacy lessons do. They do not privilege rational thinking but afford more emotional and bodily experiences of meaning-making. These practices also offer opportunities for collaborative engagements with literacy, supporting learning through participation. My findings suggest that educators, researchers and policy-makers should pay greater attention to the range of literacy practices children engage with and how they contribute to their literacy learning. 相似文献
6.
Julie Amador 《International Journal of Science and Mathematics Education》2016,14(1):217-241
The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice. 相似文献
7.
Storytelling has been shown to play a key role in transferring work experience from more experienced towards novices in a number of vocational educational practices, however previous studies have not to the same extent dealt with the role of students’ own storytelling practices for sensemaking of work experience. This study set out to examine police students’ storytelling of their first occupational experiences from a sensemaking perspective, with an analysis drawing on the concepts of enactment, selection, and retention. The study is based on participant observations of field training follow up sessions’ in the context of police education. Findings indicated that student storytelling of work experience tended to be geared towards action, extremeness and the telling of ‘war stories’. Furthermore, these type of stories functioned to enable student identification, self-enhancement and emotion management. These findings contribute to our current understanding of how students engage in sensemaking of work-based experiences and in extension how knowledge integration and learning from work placements can be structured pedagogically. 相似文献
8.
Little research has investigated factors that facilitate beginning teachers’ participation in professional learning activities related to differentiated instruction (DI). This study examines environmental factors for DI learning activities in a sample of 272 beginning teachers from 72 primary schools. Multilevel analyses show that teacher education, reflective dialogue, deprivatized practice, educational type, and diversity in student population are related to beginning teachers’ use of DI learning activities (i.e., learning in interaction and changes in practice). As such, the findings revealed that beginning teachers’ participation in such activities may depend on a multitude of factors. Several suggestions regarding these factors are made. First, teacher education can provide foundational knowledge of DI applications. Second, schools can enable teachers to have in-depth conversations with colleagues and provide opportunities to observe good teaching practices. Lastly, alternative schools and schools with diverse student populations can inspire other schools to enhance participation in DI learning activities. 相似文献
9.
Christopher P. Brown Joanna Englehardt 《Journal of Early Childhood Teacher Education》2013,34(3):216-244
ABSTRACTPolicy makers and early childhood stakeholders across the United States continue to seek policy solutions that improve early educators’ instruction of young children. A primary vehicle for attaining this goal is professional development. This has led to an influx of empirical studies that seek to develop a set of best practices for professional development. While this deductive work is important and informative, it provides limited insight into how professional development is being conceptualized, and how teachers experience, respond to, or learn from these programs. This article begins to address these issues by presenting findings from a qualitative metasynthesis of published peer-reviewed qualitative studies of professional development programs for in-service early educators in the United States. By analyzing, synthesizing, and interpreting these studies, it appears that while such programs may have a positive impact on teachers’ conceptions of practice, there is a need to expand the research literature beyond identifying what works so that it includes studies examining teachers using such practices with children and investigations into teachers’ knowledge of their local teaching and learning communities. This study ends by offering an interpretation of the relationship between these findings and the field of teacher education. 相似文献
10.
Although scholarship and research have demonstrated the positive impact of professional learning on academic teaching and
learning, an inadequate amount of research has examined how professional learning is associated with transformative teaching
for equity, diversity and social justice. This survey study explored the relationship between professional learning and teachers’
beliefs about diversity, transformative expertise, and transformative teaching by comparing two models of professional learning
in 25 small urban elementary schools. Results indicated that factors in both the process and transformative content models
predicted differences in teachers’ reported beliefs, expertise, or teaching. While some factors such as learning to teach
for social justice consistently predicted increased transformative practices, other factors failed to predict or were associated
with decreased transformative practices. After discussing the findings, implications for practice, theory and research are
offered. 相似文献
11.
This article focuses on the use of portfolios for learning and professional development in Higher Education (HE). Recent research findings related to learning and assessment help to contextualize the study. The use of portfolios for summative assessment and development of teaching and reflective practice dominates the literature. What is lacking is research that provides insights into how a portfolio for learning can be used in HE to develop understanding into one’s own learning, assessment and professional practices. The action research findings related to portfolio use for learning purposes identified in the three case studies include: the importance of establishing the purpose of the portfolio; the impact of portfolio use on the approach to learning, to teaching and to professional development; the changes to professional practice brought about as a result of the learning; and the need to consider issues related to ethics and confidentiality. 相似文献
12.
ABSTRACTIn this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations. 相似文献
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This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning. 相似文献
14.
In underscoring the affective elements of mathematics experience, we work with contemporary readings of the work of Spinoza on the politics of affect, to understand what is included in the cognitive repertoire of the Subject. We draw on those resources to tell a pedagogical tale about the relation between cognition and affect in settings of mathematical learning. Our interest is first captured in the way in which one teacher’s priority of establishing an inclusive learning community occasionally harboured what appeared to be pedagogically restrictive conceptions of mathematics. Yet, the classroom practices that produced these conceptions promoted the students’ motivation and provided meaningful access to mathematical learning within the classroom collectivity. In a second example, the postponement of scientific encapsulation in bodily imitations of planetary movement kept alive a shared dynamic sense of an elliptical orbit. In both of these cases, we draw on Spinoza’s work to show how the affectivity of classroom practice constituted conceptions of cognition and of mathematical activity crucially linked to the imperatives of participation. 相似文献
15.
Charlene A. Sexton 《International Journal of Lifelong Education》2013,32(2):81-98
This is the first of two linked papers which explore the implications for professional learning of the ethnic and cultural diversity which marks contemporary developed societies. The first paper considers the responsibilities brought to professionals by multicultural contexts for their practice and reviews educational provision in relation to these responsibilities for one group, namely the police. The two papers are based on a case study of the contribution of continuing professional education to the development of the Race Relations Policy of Metropolitan Toronto Police. This initiative brings lessons for any organization or professional group. The paper describes the Race Relations Policy and sets its development in the context of new models of policing currently being created and the legislative framework surrounding the initiative. The paper considers the implications for professional learning of policy development of this kind, and examines the extent to which continuing professional education programmes respond to issues relating to visible minorities. The paper reviews issues in training and education in police services and summarizes recent approaches to police education and training. Using the foregoing analysis as a base, the paper then focuses on race relations education and training in police services, reviewing different approaches and the successes (or problems) which their proponents (or critics) have claimed for them. This examination, drawing on material from both the UK and Canada, concludes that a focus on the training of individual officers produces only limited effects. Change of the kind needed for the development of Metropolitan Toronto Police Services’ Race Relations Policy, and for their creation of a new model of policing, draws on organizational measures to change institutional life radically. Such an ambitious project is supported by novel forms of learning, undertaken outside the classroom. These will be the subject of the second paper. 相似文献
16.
Education is centre stage in current UK government initiatives to promote multi-agency team work. This paper draws on a research project which explored the way in which multi-disciplinary teams work and learn together in their practice with children, to consider the implications of ‘joined-up’ practice for theorizing dilemmas of knowledge creation and identity transformation for professionals in multi-agency teams. The paper focuses primarily on the experiences of education professionals. We exemplify some dilemmas of ‘joined-up’ team participation in specific workplace activities involving knowledge exchange. We then explore the impact of belonging to multi-agency teams on professional roles, identities and learning. The paper then summarizes strategies which professionals used for resolving dilemmas around learning and knowledge creation, and considers how participating in shared workplace activities might enable or constrain professionals to consoli date their professional identities and learning. Drawing on theoretical research into workplace participation and professional learning, the paper examines implications for theorizing the professional identity of teachers in multi-agency team work, within a systemic model that takes account of: creating new knowledge and practice; enhancing professional identity; and building inter-professional communities. 相似文献
17.
Scholarship on service-learning and experiential learning increasingly demonstrates benefits for student access and success, but evidence is still needed of the impact of these strategies on sustainable development of communities and their infrastructure. This case study examines a university Police and Society course that partners with four police departments to use both experiential learning and service-learning in the form of ride-alongs, simulation trainings, and written and physical examinations, as well as hosting a police–community relations event. Focus groups of students and officers reveal how service-learning and experiential learning build capacity for police–community relations. Orienting students toward officer procedures, requirements, and culture creates a learning opportunity for both students and departments, while police–community relations activities humanize officers and build public understanding and trust. 相似文献
18.
This paper focuses on dualities in both the process and outcomes of participation in work. Firstly, the process of participation in work activities and interactions draws on contributions of both individuals and the social world in ways that are variably interdependent, that is, relational. The affordances of workplaces shape the array of experiences individuals are able to access and, they in turn, elect how they engage, construe and construct what is afforded them. Both the social and individual contributions are exercisable with different degrees of intensity, focus and intentionality, thereby making the process of participation in work a relational one. Secondly, and consistent with these processes, the outcomes of workplace participation also comprise dualities. These are individuals’ learning or change, on one hand, and the remaking and transformation of cultural practice that comprises work, on the other. In illuminating and elaborating these concepts, this paper draws upon the initial findings of an inquiry that is mapping the working lives of groups of three workers in each of four workplaces. The aim is to understand how these relational interdependences shape the participation, learning and remaking of work practices in these workplaces. Further, the paper identifies the exercise of both affordances and engagement for each participant within their workplaces. The findings emphasise the distinctive bases by which the groups of workers engage with their work and construct meaning and remake practice as a result of that engagement. 相似文献
19.
The Editors 《International Journal of Lifelong Education》2013,32(2):101-102
Those involved in professional education have been preoccupied with the interface between university courses and work settings. Often this preoccupation is referred to as ‘tensions or gaps between theory and practice, university ideals or ideas and the realities of work’. This paper takes as a case study the world of social work education. It analyses how writers in that field formulate, or explain and offer solutions for, the experiences and preoccupations of new graduates, persons who are said particularly to experience such ‘tensions and gaps’. The paper also summarizes a cohort of new graduates’ accounts of their own experiences and preoccupations. From these analyses, three modes of discourse are identified, each of which is based on a particular set of ideas about, and ideals for, professional practice, education, work settings and the nature of theory, practice and their relationship. Readers are invited to examine their own discourse to identify the assumptions that guide them in their work. 相似文献
20.
Those who work with others to explore new and creative ways of thinking about community and organizational participation, ways of engaging with others, individual well-being and creative solutions to problems, have a significant role in a cohesive society. Creative forms of learning can stimulate reflexive practices of self-care and lead to enhanced relationships and practices both personally and professionally. We argue that those who facilitate such practices for others do not always practice their own self-care, which potentially leads to burnout and disillusionment. This research sought to explore understandings and practices of self-care with such facilitators in order to develop resources or techniques to support more sustainable professional identities. A key finding is that reflexive processes are most effective and transforming when shared as a social practice. 相似文献