Experiences of practice-based learning in phenomenographic perspective

2018 ◽  
Vol 30 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Airi Rovio-Johansson
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Social Practice ◽  
Meaning Making ◽  
Structured Interview ◽  
Learning Object ◽  
Learning Context ◽  
Design Work ◽  
Training Centre ◽  
Content Type

Purpose The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach The paper introduces the cooperation project between Tibro Training Centre and Furniture Technology Centre Trust and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggests that three phenomenographic hierarchical categories constitute the learning process: getting a recognized professional identity; perceiving new elements and expanding knowledge and seeing new aspects of design work and new steps of development in profession. Findings Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object were expressed in cooperation as doings and sayings, as translation and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences. Practical implications More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market. Originality/value The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.

scholarly journals Organizational members as storywriters: on organizing practices of reflexivity

2018 ◽  
Vol 25 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Silvia Gherardi ◽  
Michela Cozza ◽  
Barbara Poggio
Keyword(s):  
Social Practice ◽  
Design Methodology ◽  
Important Process ◽  
Organizational Life ◽  
Learning Context ◽  
Shared Experience ◽  
Process Of Change ◽  
Content Type ◽  
Approach To Learning ◽  
Practice Elements

Purpose The purpose of this paper is to describe how organizational members became storywriters of an important process of organizational change. Writing became a practice designed to create a space, a time and a methodology with which to author the process of change and create a learning context. The written stories produced both the subjectivity of practical authors and reflexively created the con/text for their reproduction. Design/methodology/approach A storywriting workshop inspired by a processual and participatory practice-based approach to learning and knowing was held in a research organization undergoing privatization. For six months, 31 organizational members, divided into two groups, participated in writing one story per week for six weeks. The written story had to refer to a fact that had occurred in the previous week, thus prompting reflection on the ongoing organizational life and giving a situated meaning to the change process. Findings Storywriting is first and foremost a social practice of wayfinding, that is of knowing as one goes. Writing proved to be an effective practice that involved the authors, their narratives and the audiences in a shared experience where all these practice elements became connected and through their connection acquired agency. Originality/value Narrative knowledge has been studied mainly in storytelling, while storywriting by organizational members has received less attention. This paper explores storywriting both as a situated, relational and material practice and as the process that produces narratives which can be considered for their content and their style.

scholarly journals Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

RELC Journal ◽  
2020 ◽  
Vol 51 (1) ◽  
pp. 86-100
Author(s):  
YouJin Kim ◽  
Diane Belcher
Keyword(s):  
Language Learning ◽  
Social Practice ◽  
Meaning Making ◽  
Teaching Writing ◽  
Small Scale ◽  
Learning Context ◽  
Essay Writing ◽  
Multimodal Composing ◽  
Significant Difference ◽  
Effective Role

Over the past decade, digital multimodal composing (DMMC) in the language learning context has received growing attention. DMMC entails teaching writing as the social practice of meaning making using various semiotic tools (Siegal, 2012). Despite its potential benefits as a way to teach a meaning-making process in the current digitalized era, much concern regarding a lack of language focus has been expressed. The current small-scale exploratory study compared Korean EFL learners’ writing for DMMC and traditional essay writing in terms of syntactic complexity and accuracy as well as the learners’ perceptions of the two composing tasks. Using a within group comparisons design, 18 university students in Korea completed both DMMC and traditional writing on the same topic of their choice as a part of their required writing class. The findings revealed that traditional writing elicited syntactically more complex writing than DMMC using two measures (i.e. the number of words per T-unit, the number of clauses per T-unit). However, there was no significant difference in the accurate clause rate between the two conditions. Students had generally positive perceptions of DMMC, particularly regarding its effective role in meaning making. However, mixed perceptions were found in terms of helpfulness in improving writing skills. Pedagogical implications for English for academic purposes (EAP) contexts are discussed.

Strategic career development of black engineering graduates in South Africa: the workplace experiential approach

2019 ◽  
Vol 10 (1) ◽  
pp. 32-48
Author(s):  
Olorunjuwon Michael Samuel ◽  
Sibongile Magwagwa ◽  
Aretha Mazingi
Keyword(s):  
Professional Development ◽  
South Africa ◽  
External Validity ◽  
Quantitative Research ◽  
Social Research ◽  
Structured Interview ◽  
Research Strategy ◽  
Development Programme ◽  
Policy Framework ◽  
Content Type

Purpose The purpose of this paper is to evaluate effectiveness of the graduate development programme that was aimed at the recruitment and professional development of black engineering graduates through the workplace learning method. Design/methodology/approach The paper adopted qualitative research strategy using in-depth interviews with semi-structured interview guide that was developed after an extensive review of related literature. Data were analysed using thematic analysis technique. Findings Result of the paper indicates that the strategy provides an effective mechanism for the inclusion and professional development of black engineering graduates. Coaching and mentoring relationships were found to be an effective way for knowledge and skills transfers. Research limitations/implications Although this study presented valuable insights into the complexity of the graduate development programme in South Africa, the authors consider it appropriate to draw some limitations to study for in order to provide some guides on the conduct of a similar study by future researchers. It is important to state that qualitative studies inherently lack external validity that limits its generalisability to a wider context. Further, a non-probability sampling method was used in this study thus posing a threat to the scientific representativeness of the participants. At last, but very important is the emotion and tension that is usually associated with social research and discussion regarding the legacies of apartheid in South Africa. This research was not insulated from such sensitivity and social influence. To this extent, while practical efforts were made to mitigate this factor during the interviews, there is no guarantee that the respondents were completely honest, and not influenced by extraneous nuances and considerations in their responses to the questions. In view of the methodological and social limitations to this study, future researchers could consider, for example, the use of a mixed methods wherein a quantitative research component is conducted on trainees of the programme in order to validate or disprove the answers provided by the training managers which were purely from operator/organisational, rather than training participants’ perspective. The mixed method approach could also enhance the external validity or generalisability of the research outcome to a wider context. At last, the administration of structured questionnaire through the use of a web-based survey could potentially eliminate emotions, social tension and response bias since both the researcher and respondents do not engage in a face-to-face contact and personal interaction. This also effectively protects personal identity of both the researcher and respondent. Originality/value Not much research has been conducted in the direction of the graduate development programme as an effective strategy for the career advancement, inclusion and affirmation of black engineers within the engineering landscape of South Africa. Corporate and professional skills development managers could integrate the outcome of this paper into a policy framework that shapes corporate social investment, diversity and inclusion management at the workplaces.

Oral reading: practices and purposes in secondary classrooms

2018 ◽  
Vol 17 (4) ◽  
pp. 328-341 ◽  
Author(s):  
Maneka Deanna Brooks ◽  
Katherine K. Frankel
Keyword(s):  
Oral Reading ◽  
Social Practice ◽  
Literacy Practices ◽  
Meaning Making ◽  
Literacy Intervention ◽  
Reading Practices ◽  
Secondary Classrooms ◽  
Content Type ◽  
Secondary Literacy ◽  
Pedagogical Philosophies

Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.

scholarly journals WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE

2017 ◽  
Vol 17 (3) ◽  
pp. 315-329
Author(s):  
Dorotea Frank Kersch ◽  
Anderson Carnin
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Continuing Education ◽  
Community Of Practice ◽  
Academic Literacy ◽  
Structured Interview ◽  
Research Data ◽  
Literacy Studies ◽  
Research Traditions ◽  
Professional Development Of Teachers

Abstract This paper discusses how the process of pursuing academic literacy for teachers in continuing education within a community of practice can boost their professional development and the (re)building of their identity. In this qualitative research, data were generated in a continuing education context during a semi-structured interview with a participant. Data were analysed based on the articulation of two research traditions, namely, sociodiscursive interactionism and literacy studies, which evidences the awareness that the teacher acquires in her process of pursuing academic literacy and professional development. The results suggest that the professional development of teachers requires an environment that legitimizes their participation and facilitates the development of significant forms of affiliation.

Selecting information products and services to embed in a virtual learning environment to support engineering undergraduates in a blended learning context

2020 ◽  
Vol 41 (6/7) ◽  
pp. 579-591
Author(s):  
Lesego Makhafola ◽  
Martie J. Van Deventer
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Structured Interview ◽  
Virtual Learning Environment ◽  
Learning Context ◽  
Online Questionnaire ◽  
Design Data ◽  
Content Type ◽  
Information Products

PurposeThe purpose of this study was to understand what role undergraduate third- and fourth-year students expect librarians to play in an online learning environment and to determine what information products, training and other services the students expected librarians to embed.Design/methodology/approachThis case study used a convergent parallel mixed methods design. Data were collected from both students and lecturers. An online questionnaire was used to collect mainly quantitative data from the undergraduates while a semi-structured interview schedule was used for in-depth discussions with lecturers.FindingsContrary to what was expected, engineering students regarded access to an embedded librarian as important. Lecturers prefer that a separate, mandatory module is created and embedded in the learning environment. Product and service expectations were not surprising, but there are gaps to fill when it comes to training needs.Research limitations/implicationsThe research sample was small and therefore generalizations are not advisable.Originality/valueThe research holds value to stakeholders involved in the teaching and learning of engineering subjects. Librarians embarking on the process of embedding their services online should also find the results useful.

scholarly journals Application of creative learning principles within blended teacher professional development on integration of computer programming education into elementary and middle school classrooms

2020 ◽  
Vol 121 (7/8) ◽  
pp. 665-675
Author(s):  
Yumiko Murai ◽  
Hiroyuki Muramatsu
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Community Of Practice ◽  
Computer Programming ◽  
Lessons Learned ◽  
Learning Approach ◽  
Content Type ◽  
Creative Learning ◽  
Learning Principles ◽  
Elementary And Middle School

Purpose While it is particularly important that professional programs help teachers become members of a community of practice, especially in crisis situations such as the COVID-19 pandemic, there is a lack of research about strategies to effectively encourage the development of a community of practice and to support teachers’ transformation of their way of teaching. Thus, this paper aims to report on lessons learned from a blended professional development (PD) program for elementary and middle school teachers in Japan focused on computer programming education. In particular, the authors explored how application of the creative learning principles in the blended teacher PD may have helped to nurture a community of practice among teachers in Japan, and how the creative learning principles may be a valuable framework for designing online or blended teacher PD to support teachers’ transition into emergency remote education. Design/methodology/approach This paper reports on the lessons learned from two iterations of blended teacher PD situated within a larger design-based research project on applying creative learning pedagogy in teacher PD. Creative learning is a learning approach focused on engagement in personally meaningful projects by tinkering with materials and learning from peers. A total of 26 teachers and coaches participated, all of whom work in elementary or middle schools across Nagano prefecture in Japan. Participant experiences were evaluated based on a pre-survey and a post-survey conducted before and after the in-person kick-off camp; observation notes taken; a final report submitted by each teacher; a debrief meeting at the end of the program; and semi-structured interviews with three selected participants after the program concluded. For this paper, the authors focus on two participants who fully and actively engaged in the program, and they introduce their stories to highlight the outcomes from the PD. Findings The results highlight how a blended PD designed to support creative learning of teachers provided teachers with opportunities to gain help from other teachers and cultivate their expertise. The results also illustrated that how a community of practice emerged from the PD program, providing teachers with moral support when they tried new lesson designs. This paper offers several recommendations for designing professional learning experiences for instructional designers and professional developers that incorporate remote learning technologies. Originality/value While an increased number of studies have shown the values of online and blended communities of practice for teacher PD, there are still limited insights on different strategies to support teachers in transforming their teaching practices. They generally do not provide teachers with opportunities to continue learning with and from one another beyond the program itself. This study examined the teachers’ experiences in a unique PD that implemented a creative learning approach into a blended learning environment for teachers.

Supporting collaborative and continuing professional development in education for sustainability through a communities of practice approach

2017 ◽  
Vol 18 (5) ◽  
pp. 681-696 ◽  
Author(s):  
Kristin Warr Pedersen
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Community Of Practice ◽  
Professional Learning ◽  
Participant Observation ◽  
Peer Learning ◽  
Education Institution ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Content Type

Purpose The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through an exploration of a community of practice at the University of Tasmania, this paper examines how collaborative peer learning can sustain and promote continued professional development for staff in higher education who are committed to EfS as an educational paradigm. Design/methodology/approach This research was conducted through a mixed methods investigation that involved participant observation and semi-structured interviews and focus groups. Data were analysed and grouped into themes that are discussed in the paper. Findings This research reveals that personal values and professional identity were the two driving factors for continued engagement in a collaborative peer learning initiative. Despite institutional challenges and a lack of success of growing membership in the community of practice, participants found a level of job satisfaction and personal connection to the initiative and to each other that has sustained action and impact for this group. Originality/value This work contributes an alternative voice to the professional development discussion around EfS. While most professional development activities are aimed at transferring knowledge to individuals and groups that are identified to lack awareness or capacity in a topic, this work highlights the need to include and foster safe learning spaces for continued professional learning. Particular attention is paid to the value of peer learning to support the professional development of sessional staff engaged in EfS.

scholarly journals Client requirement representations and transformations in construction project design

2017 ◽  
Vol 15 (2) ◽  
pp. 222-241
Author(s):  
William Henry Collinge
Keyword(s):  
Meaning Making ◽  
Construction Project ◽  
Design Work ◽  
Content Type ◽  
Fine Grained ◽  
New Meanings ◽  
Design Resources ◽  
Hospital Construction ◽  
The Uk ◽  
Socially Motivated

Purpose This paper aims to examine how client requirements undergo representational and transformational shifts and changes in the design process and explore the consequence of such changes. Design/methodology/approach A series of design resources relating to hospital departmental configurations are examined and analysed using a social semiotic framework. The findings are supplemented by practitioner opinion. Findings Construction project requirements are represented and transformed through semiotic resource use; such representations deliver specific meanings, make new meanings and affect project relationships. Requirement representations may be understood as socially motivated meaning-making resources. Research limitations/implications The paper focuses on one set of project requirements: hospital departmental configurations from a National Health Service hospital construction project in the UK. Practical implications The use of semiotic resources in briefing work fundamentally affects the briefing and design discourse between client and design teams; their significance should be noted and acknowledged as important. Social implications The findings of the paper indicate that briefing and design work may be understood as a social semiotic practice. Originality/value This original paper builds upon scholarly work in the area of construction project communications. Its fine-grained analysis of briefing communications around representations of specific requirements is novel and valuable.

scholarly journals Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 367
Author(s):  
María del Carmen Olmos-Gómez ◽  
Francisca Ruiz-Garzón ◽  
Paula Pais-Roldán ◽  
Rafael López-Cordero
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Prospective Teachers ◽  
Structured Interview ◽  
First Aid ◽  
Great Difficulty ◽  
Public University ◽  
Future Teachers ◽  
Emergency Situations ◽  
Child Healthcare

This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

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