Discourses on Professional Learning: On the Boundary Between Learning and Working PDF
Preview Discourses on Professional Learning: On the Boundary Between Learning and Working
Professional and Practice-based Learning Christian Harteis Andreas Rausch Jürgen Seifried E ditors Discourses on Professional Learning On the Boundary Between Learning and Working Professional and Practice-based Learning Volume 9 For further volumes: http://www.springer.com/series/8383 Series Editors: Stephen Billett, Griffi th University, Australia Christian Harteis, University of Paderborn, Germany Hans Gruber, University of Regensburg, Germany Professional and practice-based learning brings together international research on the individual deve- lopment of professionals and the organisation of professional life and educational experiences. It comple- ments the Springer journal Vocations and Learning: Studies in vocational and professional education. Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fi elds of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience. There are a range of scientifi c challenges and important focuses within the fi eld of professional learning. These include: - understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. - a nalytical explications of those processes that support learning at an individual and an organisational level. - understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning. The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations. Christian Harteis • Andreas Rausch Jürgen Seifried Editors Discourses on Professional Learning On the Boundary Between Learning and Working Editors Christian Harteis Andreas Rausch Institute of Educational Science Department of Business Education University of Paderborn and Educational Management Paderborn , Germany University of Bamberg Bamberg , Germany Jürgen Seifried Economics and Business Education II University of Mannheim Mannheim , Germany ISSN 2210-5549 ISSN 2210-5557 (electronic) ISBN 978-94-007-7011-9 ISBN 978-94-007-7012-6 (eBook) DOI 10.1007/978-94-007-7012-6 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2014942931 © Springer Science+Business Media Dordrecht 2014 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Series Editors’ Foreword T he relation between learning and working has changed during the history of work. Early traditions of occupational preparation such as those for craftswork in medi- eval times featured restricted access and clear structures of learning opportunities within the practice of work. Learning was considered as inevitable quality of and prerequisite to conduct work appropriately, and it was also considered inherent to working practices – at least when mastery plays a role. This view on the relation between learning and working dominated for centuries before industrialisation, when mass production brought about change. A goal for the work organisation within industrialisation was to structure work in a way that does not necessarily require specifi c education and learning, but is independent from workers’ capacities as much as possible. During this phase of economic development, the separation between planning and executive work activities was established. The relation between learning and work changed in a way that intentional learning became nec- essary for just a small group of supervisors, but was not necessary for the mass of workers, whose role was to merely execute specifi c tasks. This distinction remained the main perspective until the peak of automatized mass production was reached in the second half of the twentieth century. In the late twentieth century, business con- cepts became popular which returned to the appreciation of workers’ individual capacities. Hence, the relation between learning and working was reconsidered and these relations are still under review and being reordered. For instance, increasingly learning in post-school education is coming to include work experiences as part of this broader reconsideration. Similarly, researchers began to develop interest in work-related learning processes. This interest was, fi rstly, to address problems in the educational systems, but later also with specifi c interest on employees’ learning at their workplaces. This volume aims at contributing to these reconsiderations. It does so by offering analyses of the relation between learning and working comprising theoretical and empirical research from specifi c perspectives and different countries. The fi rst part of this volume comprises six contributions that analyse conditions of employees’ learning in the context of regular daily work. All focus different aspects of learning v vi Series Editors’ Foreword processes which can be considered as by-product of working practices. The second part of the book comprises six contributions exploring work processes that parti cularly are designed for learning purposes. The third part of this volume discusses methodological issues of investigating work-related learning empirically. A concluding chapter refl ects opportunities of distinguishing learning and working analytically and discusses the relation between them as refl ected in the contributions to this volume. This volume provides insights into recent research on professional and practice- based learning by bringing together researchers from diverse theoretical and metho- dological paradigms that together refl ect the current state of the discourses on professional learning. Griffi th , Australia Stephen Billett Regensburg , Germany Hans Gruber Paderborn , Germany Christian Harteis March 2014 Contents 1 Discourses on Professional Learning: On the Boundary Between Learning and Working ............................................................ 1 Christian Harteis , Andreas Rausch , and Jürgen Seifried Part I Analytic Perspective 1 – Learning in Work Context 2 Informal Learning in Workplaces: Understanding Learning Culture as a Challenge for Organizational and Individual Development .................................................................. 11 Christoph Fischer and Bridget N. O’Connor 3 Agentic Behaviour at Work: Crafting Learning Experiences ............. 25 Michael Goller and Stephen Billett 4 The Practice of Professional Agency and the Emergence of Collaborative Creativity in Developmental Staff Meetings ............ 45 Panu Forsman , Kaija Collin , and Anneli Eteläpelto 5 Mediating Learning at Work: Personal Mediations of Social and Brute Facts ........................................................................ 75 Stephen Billett 6 Error Climate and How Individuals Deal with Errors in the Workplace ..................................................................................... 95 Alexander Baumgartner and Jürgen Seifried 7 Reflection and Reflective Behaviour in Work Teams........................... 113 Thomas Schley and Marianne van Woerkom vii viii Contents Part II Analytic Perspective 2 – Work as Learning Environment 8 Apprenticeship and Vocational Education: An Institutional Analysis of Workplace Learning in the German Vocational System .......................................................... 143 Karl-Heinz Gerholz and Taiga Brahm 9 Learning in Response to Workplace Change ........................................ 159 Mark A. Tyler , Sarojni Choy , Raymond S mith , and Darryl Dymock 10 Grasping Learning During Internships: The Case of Engineering Education ....................................................................... 177 David Gijbels , Christian Harteis , Vincent Donche , Piet van den Bossche , Steffi Maes , and Katrin Temmen 11 Employing Agency in Academic Settings: Doctoral Students Shaping Their Own Experiences ........................................... 189 Michael Goller and Christian Harteis 12 Developing Medical Capacities and Dispositions Through Practice-Based Experiences ................................................... 211 Jennifer Cleland , Joseph Leaman , and Stephen Billett 13 E-Portfolio: A Practical Tool for Self-Directed, Reflective, and Collaborative Professional Learning ............................................. 231 Anna Liza Daunert and Linda Price Part III Methodological Issues 14 The Integration of Work and Learning: Tackling the Complexity with Structural Equation Modelling .......................... 255 Eva Kyndt and Patrick Onghena 15 Social Network Analyses of Learning at Workplaces .......................... 293 Tuire Palonen and Kai Hakkarainen 16 Learning Through Interactional Participatory Configurations: Contributions from Video Analysis ....................................................... 317 Laurent Filliettaz 17 Using Diaries in Research on Work and Learning............................... 341 Andreas Rausch Part IV Conclusion 18 Interdependence on the Boundaries Between Working and Learning ........................................................................... 369 Stephen Billett Index ................................................................................................................. 387 Contributors Alexander Baumgartner Dipl.-Hdl., Dipl.-Bw. (BA) is research assistant at the Chair of Economics and Business Education II, University of Mannheim, Germany. His main research interests are: dealing with errors, error climate, and professional competences of company trainers in VET. Dr. Stephen Billett i s Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffi th University, Brisbane, Australia, and also an Australian Research Council Future Fellow. Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer within the Australian vocational education system and as a teacher and researcher at Griffi th University. Since 1992, he has researched learning through and for work and has published widely in the fi elds of vocational learning, workplace learning and conceptual accounts of learning for vocational purposes. Dr. Taiga Brahm is Assistant Professor for Educational Development at the University of St. Gallen (Switzerland). Her research interests include vocational education and training, students’ development of attitudes and resilience as well as education for sustainable development. She is responsible for various research and development projects in vocational and higher education. Dr. Sarojni Choy is a Senior Lecturer of adult and vocational education at the Griffi th University, where her responsibilities include teaching graduate and post- graduate courses in adult and vocational education, and supervising postgraduate student research. She is the Higher Degree Research convenor in the School of Education and Professional Studies at Griffi th University. Her research and writing activities focus on the foundations of adult learning, workplace learning, employ- ment-based training, continuing education and training, and workforce capacity building. She is competent in both quantitative and qualitative research methods. Dr. Choy has extensive experience in adult and vocational education research. ix
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