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Engineers' professional learning: a practice-theory perspective

Reich, Ann, Rooney, Donna, Gardner, Anne, Willey, Keith, Boud, David and Fitzgerald, Terry 2015, Engineers' professional learning: a practice-theory perspective, European journal of engineering education, vol. 40, no. 4, pp. 366-379, doi: 10.1080/03043797.2014.967181.

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Title Engineers' professional learning: a practice-theory perspective
Author(s) Reich, Ann
Rooney, Donna
Gardner, Anne
Willey, Keith
Boud, DavidORCID iD for Boud, David orcid.org/0000-0002-6883-2722
Fitzgerald, Terry
Journal name European journal of engineering education
Volume number 40
Issue number 4
Start page 366
End page 379
Total pages 14
Publisher Taylor and Francis
Place of publication Abingdon, Eng.
Publication date 2015
ISSN 0304-3797
1469-5898
Keyword(s) engineering education
engineers' practice
practice theory
professional learning
workplace learning
Summary With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices – site walks and design review meetings – in which learning takes place.
Language eng
DOI 10.1080/03043797.2014.967181
Field of Research 130101 Continuing and Community Education
130103 Higher Education
Socio Economic Objective 930103 Learner Development
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2014
Copyright notice ©2014, SEFI
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071793

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.