Seamful learning and professional education

Dados Bibliográficos

ID21458700
AutoresTim Fawns (0000-0001-5014-2662, Edinburgh Medical School, University of Edinburgh, Edinburgh, UK, autor correspondente), T Mulherin (0000-0003-2373-697X, University of Edinburgh), Dai Hounsell (0000-0002-9852-7550, Edinburgh Medical School, University of Edinburgh, Edinburgh, UK), Gillian Aitken (0000-0002-5492-1943, Edinburgh Medical School, University of Edinburgh, Edinburgh, UK)
Ano2021
Volume43
Fascículo3
Páginas360-376
Data de publicação2021-09-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoStudies in Continuing Education (JOURNAL)
Identificadores do periódicoISSN: 0158-037X • E-ISSN: 1470-126X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0158037x.2021.1920383
OpenAlexW3158085439
IdiomaEN
Citações recebidas13
Referências citadas33

Workplaces are complex, dynamic spaces. While some practices are routine and highly predictable, informed by disciplinary and practical knowledge, others are unpredictable and emergent. Outcomes-based education, characterised by standardised, objective measurement of performance under controlled conditions, might be appropriate for routinised practice, but cannot account for emergent forms of professional knowledge. Somewhere between developing pre-specified, discipline-based skills and knowledge, and adapting to situated, contextualised conditions, there must be a capacity for dynamically developing unpredictable practices. This, we argue, should be an important focus of professional education across academic and practice settings. We interviewed 14 teachers and professionals studying part-time, across a range of disciplines, including medicine, architecture, law and allied health professions, about the alignment of learning within the workplace and university assessment. Using a sociomaterial lens, we offer a seamful account of educational and professional settings, manifested through assessment, regulatory bodies, technology and materials. Each seam represents ways of patching contexts together (e.g. accreditation stitches requirements of professional practice into educational approaches). Exposing such seams can reveal limitations and possibilities of classrooms and workplaces as sites of professional learning, whereas hiding the complexity of professional practice may be counterproductive to developing students' adaptive capacity to successfully negotiate practice settings

Accreditation · Credential · Discipline · Engineering ethics · Knowledge management · Medical education · Negotiation · Pedagogy · Professional development · Professional learning community · Professional studies · Situated · Sociology · Computer Science · Engineering · Engineering Education and Curriculum Development · Evaluation of Teaching Practices · Medicine · Problem and Project Based Learning · Psychology