Learning in Landscapes of Practice

Wenger-Trayner, Etienne; Fenton-O’Creevy, Mark; Kubiak, Christopher; Hutchinson, Steven; Wenger-Trayner, Beverly

doi:10.4324/9781315777122

Cited by 204 publications

(25 citation statements)

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“…As Wenger-Trayner and Wenger-Trayner describe it, learning in the practice field is not simply about acquiring knowledge and the skills to do things; it also becoming 'a person who inhabits the landscape' . 25 …”

Section: Original Scientific Paper Original Research: Educationmentioning

confidence: 99%

Vocational thresholds: developing expertise without certainty in general practice medicine

Vaughan¹

2016

J Prim Health Care

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IntroductIon: This paper argues that particular experiences in the workplace are more important than others and can lead to transformational learning. This may enable practitioners to cross 'vocational thresholds' to new ways of being.AIm: A notion of 'vocational thresholds' is developed, aiming to help build an understanding of the most powerful learning experiences of general practitioners (GPs). Vocational thresholds takes its cue from the idea of 'threshold concepts' -concepts that transform perspectives and integrate previously disconnected or hidden knowledge, sometimes in ways that are 'troublesome' to previously held beliefs.methods: The paper is based on a thematic analysis of 57 GPs' brief written accounts of a particularly powerful learning experience during their development. Accounts were provided in a conference session about an ongoing study of workplace-based structured learning arrangements in the fields of general practice medicine, engineering, and building.FIndIngs: Most GPs' accounts focused on development of dispositional attributes that moved them to a new understanding of themselves in relation to their work and patients. Just under two-thirds picked out informal and formal collegial relationships within purposeful learning arrangements as pivotal. A third picked out direct experiences with patients as shifting their perspective.conclusIon: The emergent idea of vocational thresholds is offered as a way to frame the most important learning experiences identified by GPs. It supports a focus in early and ongoing development beyond accumulating clinical expertise and skills (knowing and doing), to dispositional capability (being) -vital for practitioners negotiating inherent and daily uncertainty.

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Section: Original Scientific Paper Original Research: Educationmentioning

confidence: 99%

Vocational thresholds: developing expertise without certainty in general practice medicine

Vaughan¹

2016

J Prim Health Care

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“…In moving towards action, theories of social learning can help to explain what and how social interactions contribute to both individual and collective learning. For example, Wenger [59] and his colleagues work with communities of practice and complex "landscapes" of practice [60] to draw out distinctions of practices, community, and identity alongside experiences and focus on the dynamics and boundaries of practice. In the La Rasgioni process in Arborea, these theories have the potential to help draw out and make multiple perspectives and interactions more apparent and to facilitate them by contributing to a design for learning [12].…”

Section: Governance Learningmentioning

confidence: 99%

Re-Staging La Rasgioni: Lessons Learned from Transforming a Traditional Form of Conflict Resolution to Engage Stakeholders in Agricultural Water Governance

Ruiu

Maurizi

Sassu

et al. 2017

Water

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This paper presents an informal process inspired by a public practice of conflict mediation used until a few decades ago in Gallura (NE Sardinia, Italy), named La Rasgioni (The Reason). The aim is twofold: (i) to introduce an innovative method that translates the complexity of water-related conflicts into a "dialogical tool", aimed at enhancing social learning by adopting theatrical techniques; and (ii) to report the outcomes that emerged from the application of this method in Arborea, the main dairy cattle district and the only nitrate-vulnerable zone in Sardinia, to mediate contrasting positions between local entrepreneurs and representatives of the relevant institutions. We discuss our results in the light of four pillars, adopted as research lenses in the International research Project CADWAGO (Climate Change Adaptation and Water Governance), which consider the specific "social-ecological" components of the Arborea system, climate change adaptability in water governance institutions and organizations, systemic governance (relational) practices, and governance learning. The combination of the four CADWAGO pillars and La Rasgioni created an innovative dialogical space that enabled stakeholders and researchers to collectively identify barriers and opportunities for effective governance practices. Potential wider implications and applications of La Rasgioni process are also discussed in the paper.

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“…Individuals become part of a 'community of practice' as they move along an 'inbound trajectory' towards being 'expert' (Wenger-Trayner & Wenger-Trayner, 2015). In terms of professional identity formation in 'becoming a doctor', a 'novice' would not be really aware of the 'reality' of medicine, what being a doctor is about or how medicine is positioned vis a vis other professionals.…”

mentioning

confidence: 99%

Implicit leadership theories and followership informs understanding of doctors’ professional identity formation: A new model

McKimm¹,

Vogan²,

Mannio³

2017

TAPS

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Aims:The process of becoming a professional is a lifelong, constantly mediated journey. Professionals work hard to maintain their professional and social identities which are enmeshed in strongly held beliefs relating to 'selfhood'. The idea of implicit leadership theories (ILT) can be applied to professional identity formation (PIF) and development, including self-efficacy. Recent literature on followership suggests that leaders and followers co-create a dynamic relationship and we suggest this occurs commonly in the clinical setting. The aim of this paper is to describe a new model which utilises ILT and followership theory to inform our understanding of doctors' PIF. Methods: Following a literature review, we applied the core concepts of ILT and followership theories to theories underlying PIF by developing a mapping framework. We identified core themes, similarities and differences between the three perspectives and constructed a new model of PIF incorporating elements from ILT and followership. The model can be used to explain and inform understanding of medical practice and leadership situations. Conclusion: The model offers insight into how concepts such as self-efficacy, prototypicality, implicit theories of self, power, authority and control and cultural competence result in PIF. Bringing together the theoretical frameworks of ILT and followership theory with PIF theories helps us understand and explain the unique dynamic of the clinical environment in a new light; prompting new ways of thinking about teams, interprofessional working, leadership and social identity in medicine. It also offers the potential for new ways of teaching, curriculum design, learning and assessment.

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Learning in Landscapes of Practice

Cited by 204 publications

References 0 publications

Vocational thresholds: developing expertise without certainty in general practice medicine

Vocational thresholds: developing expertise without certainty in general practice medicine

Re-Staging La Rasgioni: Lessons Learned from Transforming a Traditional Form of Conflict Resolution to Engage Stakeholders in Agricultural Water Governance

Implicit leadership theories and followership informs understanding of doctors’ professional identity formation: A new model

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