How We Do Things around Here: Practice Architectures That Enable Learning in the In-Between Spaces of the Workplace

Autor/inn/en	Francisco, Susanne; Boud, David
Titel	How We Do Things around Here: Practice Architectures That Enable Learning in the In-Between Spaces of the Workplace
Quelle	In: Journal of Vocational Education and Training, 75 (2023) 5, S.910-928 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Francisco, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2021.1989618
Schlagwörter	Workplace Learning; Vocational Education Teachers; Beginning Teachers; Influences; Barriers; Interpersonal Communication; Foreign Countries; Technical Institutes; College Faculty; Australia + Suchen Sie Ihr Suchwort? Ausbilder; Junior teacher; Junglehrer; Influence; Einfluss; Einflussfaktor; Interpersonale Kommunikation; Ausland; Technische Fakultät; Fakultät; Australien
Abstract	Those entering a new workplace often come with knowledge and skills relevant to the job they are employed to do; however, there will be site-based practices that they are unfamiliar with. Most of the learning about 'how we do things around here' occurs after a new role is commenced. This is certainly the case with novice Vocational Education and Training teachers. This paper considers what enables and constrains the learning of such new teachers. We use a particular form of practice theory, the theory of practice architectures, to focus on the arrangements that support the development of communicative learning spaces. At work, there are a range of spaces that are 'in-between' the personal and professional. We show how in-between spaces become communicative learning spaces where professional learning takes place. The development of communicative learning spaces is supported through arrangements that enable the intersection of the personal and professional, the sharing of stories, and the development of relational trust. The paper argues that while the fragile nature of in-between spaces means that formalising such arrangements can be counterproductive, approaches can be put in place to assist the development of communicative learning spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01