Sociomaterial approaches to conceptualising professional learning and practice

Fenwick, Tara; Nerland, Monika; Jensen, Karen

doi:10.1080/13639080.2012.644901

Cited by 155 publications

(142 citation statements)

References 23 publications

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“…The conceptual and analytic framework used in this paper draws on and contributes to an emerging body of literature providing sociomaterial accounts of learning at work (see Fenwick & Edwards, 2011Fenwick , Nerland, & Jensen, 2012). The sociomaterial literature goes beyond a focus on the social (and a privileging of the human) by drawing attention to both the social and material relations of practice.…”

Section: Sociomaterials Accounts Of Learning At Workmentioning

confidence: 99%

“…An additional dimension was provided in terms of relations of power as the trade teachers were under the jurisdiction of the senior manager's workgroup at a particular college. The project ran between 2001 and 2004 and while some time has elapsed since the collection of the data, the analytic approach illustrated in this paper for exploring the realisation of subjectivity in and through practice remains topical (Fenwick, 2010;Fenwick & Edwards, 2013;Fenwick et al, 2012).The project provided a site for the practices of various workgroups, including the practices of the research group, to intersect. Furthermore, these intersections were made possible through broader contextual factors.…”

Section: The Workplace Learning Projectmentioning

confidence: 99%

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Examining work-education intersections: the production of learning reals in and through practice

Harman

2016

RELA

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Section: Sociomaterials Accounts Of Learning At Workmentioning

confidence: 99%

Section: The Workplace Learning Projectmentioning

confidence: 99%

Examining work-education intersections: the production of learning reals in and through practice

Harman

2016

RELA

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“…Despite being a polysemous area, topics which which stand out include learning and knowledge (Brown & Duguid, 1991;Cook & Yanow, 1993;Fenwick, Nerland, & Jensen, 2012;Gherardi, 2001Gherardi, , 2006Nicolini, Gherardi, & Yanow, 2003;Strati, 2007), strategy-as-practice (Jarzabkowski, 2004;Whittington, 1996), education (Bispo, 2015;Davis, 2012;Gherardi, 2015;Landri, 2012), science and technology (Orlikowski, 2000(Orlikowski, , 2007Suchman, Blomberg, Orr, & Trigg, 1999).…”

Section: Introductionmentioning

confidence: 99%

Methodological Reflections on Practice-Based Research in Organization Studies

Bispo

2015

BAR, Braz. Adm. Rev.

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This article aims to discuss methodological possibilities for empirical research on practice-based studies. From the small number of publications on research and methodological procedures on the study of practices, the text makes a rescue of the philosophical assumptions of practice theories, so it can further bring the discussion of how they influence in the form of access to and analysis of empirical data. It is, therefore, a theoretical text that seeks to present general guidelines to foster the development of specific methods for practice-based studies as its main contribution. Further, it discusses ways of collecting and analyzing empirical data from the practice lens perspective.

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“…Sharing knowledge is more important than ever because knowledge is not stable. The changing knowledge used for the profession of GP is asking for new responsibilities and new opportunities for engagement (Fenwick et al, 2012).…”

mentioning

confidence: 99%

Informal and formal learning of general practitioners

Spaan

Dekker

Velden

et al. 2016

JWL

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Purpose The purpose of this study is to understand the influence of formal learning from a web-based training and informal (workplace) learning afterwards on the behaviour of general practitioners (GPs) with respect to prescription of antibiotics. Design/methodology/approach To obtain insight in various learning processes, semi-structured interviews were conducted with 19 GPs. These interviews were transcribed and analysed with a theory-based template, that had been defined beforehand, but with an open mind for emerging themes. Findings The web-based training was perceived by GPs to change their prescription behaviour, mostly as a result of informal learning processes. Being a research participant and being a supervisor appeared to create most opportunities for informal learning. Practical implications The current research shows that being a research participant and/or a supervisor enhance informal learning activities, for example, reflection and social interaction, and thereby formal training becomes more effective. It is recommended to remind GPs regularly to reflect on their prescribing behaviour and to stimulate them to reflect and seek social interaction besides participating in formal training. Originality/value Our study adds to the existing literature by considering informal learning processes in an evaluation of the perceived effects of formal training. Our findings have implications for the design and evaluation of formal trainings with the purpose of behavioural change of doctors.

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Sociomaterial approaches to conceptualising professional learning and practice

Cited by 155 publications

References 23 publications

Examining work-education intersections: the production of learning reals in and through practice

Examining work-education intersections: the production of learning reals in and through practice

Methodological Reflections on Practice-Based Research in Organization Studies

Informal and formal learning of general practitioners

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