000 02697 a2200385 4500
001 1032929006
005 20250328151428.0
008 250324042024GB eng
020 _a9781032929002
_qBC
037 _bTaylor & Francis
_cGBP 38.99
_fBB
040 _a01
041 _aeng
072 7 _aJNMT
_2thema
072 7 _aJNF
_2thema
072 7 _aJNP
_2thema
072 7 _aJNAM
_2thema
072 7 _aJNMT
_2bic
072 7 _aJNF
_2bic
072 7 _aJNP
_2bic
072 7 _aJNAM
_2bic
072 7 _aEDU046000
_2bisac
072 7 _aEDU002000
_2bisac
072 7 _aEDU040000
_2bisac
072 7 _aEDU000000
_2bisac
072 7 _aEDU036000
_2bisac
072 7 _a378.013
_2bisac
100 1 _aTara Fenwick
245 1 0 _aProfessional Learning in Changing Contexts
250 _a1
260 _aOxford
_bRoutledge
_c20241014
300 _a176 p
520 _bThe knowledge and decisions of professionals influence all facets of modern life, a fact reflected by the increasing and distinct emphasis on public accountability for what professionals know and do. The nature of this accountability has been fundamentally transformed in response to a changing context of market pressures, network arrangements, declining discretion and public trust, and public managerialism. To tackle these challenges, an important body of research has emerged which concentrates on the material elements and processes of professional learning, and considers how these affect wider society. This volume presents specific pressures on professionals’ learning in different occupational contexts ranging from public school teaching to medicine and creative industry. These pressures are wrought by changing regulatory frameworks, changing modes of organising, changing demands and changing knowledge authorities in professional practice. The authors stress the importance of understanding these relations as sociomaterial webs through which the important moments of professional action and decisions emerge. This approach moves us beyond accepting ‘learning’ as an identifiable, individualist phenomenon by emphasising the multiplicities around professional practice ‘standards’ and ‘quality’, workarounds, responsibility, agency, and knowledge practices. As the chapters here demonstrate, sociomaterial perspectives raise new questions and methodologies that can highlight what is often invisible in the sometimes messy dynamics of professional learning, and point to new ways of promoting and supporting professional education. This book was originally published as a special issue of the Journal of Education and Work .
700 1 _aMonika Nerland
_4B01
700 1 _aKaren Jensen
_4B01
999 _c8690
_d8690