From Doing Work to Talking Work: Renegotiating Knowing, Doing, and Identity

Iedema, Rick; Scheeres, Hermine

doi:10.1093/applin/24.3.316

Cited by 130 publications

(70 citation statements)

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“…Problems and their solutions are also negotiated and constructed anew on each occasion in teams and groups. Therefore, most of our work today involves more discursive elements to jointly plan and organise the shared practices we are involved in (see Iedema and Scheeres 2003).…”

Section: Characteristics Of Employees' Workplace Learningmentioning

confidence: 99%

Characteristics of Workplace Learning Among Finnish Vocational Students

Virtanen

Tynjälä

Collin

2009

Vocations and Learning

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Section: Characteristics Of Employees' Workplace Learningmentioning

confidence: 99%

Characteristics of Workplace Learning Among Finnish Vocational Students

Virtanen

Tynjälä

Collin

2009

Vocations and Learning

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“…This is part of a broader social trend, in which increased 'textualisation' (Iedema and Scheeres 2003) has changed the nature of work for many.…”

Section: Textualisation In Educationmentioning

confidence: 99%

‘I am not a “good” teacher; I don’t do all their paperwork’: Teacher resistance to accountability demands in the English Skills for Life strategy

Tusting

2009

LNS

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In 2000, Skills for Life, a new strategy for literacy, numeracy and language education was introduced in England. It included new core curricula, tough new targets for learner achievement, and significantly increased accountability requirements for teachers and colleges. Many teachers found aspects of this new system difficult. This paper analyses interviews carried out with teachers in 2002 to identify the reasons underlying their resistance. In the interviews, teachers consistently drew on a welldefined discourse which defined 'good' teaching as teaching that is responsive to the learner, negotiating teaching in response to learners' goals and characteristics, and flexible in the teaching moment. Resistance arose when aspects of the centralised strategy were perceived to constrain teachers' ability to respond to learners in this way, being driven more by external demands and advance planning than by responsiveness to learners. Teachers attempted to develop strategies to maintain responsiveness while working within the new strategy. IntroductionIncreasing accountability demands in education -often referred to in shorthand as 'the paperwork' -have been identified as being among the significant factors contributing to teacher stress and perceived to be drawing teachers away from tasks which really matter to themselves and to their students. This paper explores this issue in relation to the introduction of the Skills for Life language, literacy and numeracy strategy in England in 2000. Interviews with teachers carried out shortly after the strategy was introduced show that teachers drew on a very specific model of 'good' teaching, central to which is responsiveness to learners. Analysis of these interviews will demonstrate that resistance to the new system arose when it was perceived to constrain specific aspects of teachers' ability to respond to learners. Textualisation in educationIn ethnographic studies of workplace stress in education, 'paperwork' has been identified as a particularly significant factor contributing to the pressures of work intensification (Troman 2000, Jeffrey andTroman 2004). This is part of a broader social trend, in which increased 'textualisation' (Iedema and Scheeres 2003) has changed the nature of work for many.

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“…Furthermore, there is now a focus on the "new workplace" as a social institution where resources are produced, professional knowledge constituted, problems solved and decisions made incrementally and achieved interactionally (Boden, 1994;Sarangi & Roberts 1999). In the new workplace, practices such as interprofessional interaction and negotiation are centre stage, and this represents a shift from doing work to talking about it and negotiating it with others (Iedema & Scheeres, 2003). According to Iedema & Scheeres (2003), working within teams encourages reflection and reflexivity.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the new workplace, practices such as interprofessional interaction and negotiation are centre stage, and this represents a shift from doing work to talking about it and negotiating it with others (Iedema & Scheeres, 2003). According to Iedema & Scheeres (2003), working within teams encourages reflection and reflexivity. This is because team work enables two things to happen: it enables teams to talk about how work is done as well as how identity is relevant to that work.…”

Section: Literature Reviewmentioning

confidence: 99%

Team Meetings in Specialist Palliative Care: Asking Questions as a Strategy Within Interprofessional Interaction

Arber

2008

Qual Health Res

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In this article, I explore what happens when specialist palliative care staff meet together to discuss patients under their care. Many studies (e.g., Atkinson) have discussed how health care practitioners in various settings use rhetorical strategies when presenting cases in situations such as ward rounds and team meetings. Strategies for arguing and persuading are central to medical practice in the interprofessional context. The context of specialist palliative care is an interesting place for research, as there is a history of patient-centred holistic approaches to care, within a multidisciplinary context, that is interdisciplinary in its focus, structure, and practice (e.g. Saunders). This article examines the rhetorical accomplishment of teamwork in specialist palliative care settings.

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From Doing Work to Talking Work: Renegotiating Knowing, Doing, and Identity

Cited by 130 publications

References 0 publications

Characteristics of Workplace Learning Among Finnish Vocational Students

Characteristics of Workplace Learning Among Finnish Vocational Students

‘I am not a “good” teacher; I don’t do all their paperwork’: Teacher resistance to accountability demands in the English Skills for Life strategy

Team Meetings in Specialist Palliative Care: Asking Questions as a Strategy Within Interprofessional Interaction

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