Learning in landscapes of practice : boundaries, identity, and knowledgeability in practice-based learning / edited by Etienne Wenger-Trayner, Mark Fenton-O'Creevy, Steven Hutchinson, Chris Kubiak, and Beverly Wenger-Trayner

Date :

Editeur / Publisher : London : Routledge , 2015

Type : Livre / Book

Langue / Language : anglais / English

ISBN : 978-1-13-802218-8

ISBN : 978-1-13-802219-5

EAN : 9781138022195

Enseignement professionnel

Communautés d'apprentissage professionnelles

Apprentissage par la pratique

Formateurs (éducation des adultes) -- Enseignement supérieur

Classification Dewey : 378/.013

Wenger, Étienne (1952-....) (Editeur scientifique / editor)

Résumé / Abstract : "If the body of knowledge of a profession is a living landscape of practice, then our personal experience of learning can be thought of as a journey through this landscape. Within Learning in Landscapes of Practice, this metaphor is further developed in order to start an important conversation about the nature of practice knowledge, identity and the experience of practitioners and their learning. In doing so, this book is a pioneering and timely exploration of the future of professional development and higher education. The book combines a strong theoretical perspective grounded in social learning theories with stories from a broad range of contributors who occupy different locations in their own landscapes of practice. These narratives locate the book within different contemporary concerns such as social media, multi-agency, multi-disciplinary and multi-national partnerships, and the integration of academic study and workplace practice.Both scholarly, in the sense that it builds on prior research to extend and locate the concept of landscapes of practice, and practical because of the way in which it draws on multiple voices from different landscapes. Learning in Landscapes of Practice will be of particular relevance to people concerned with the design of professional or vocational learning. It will also be a valuable resource for students engaged in higher education courses with work-based elements. "--