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Using practice theory to investigate professional engineers' workplace learning

Rooney,D, Boud,D, Reich,A, Fitzgerald,T, Willey,K and Gardner,A 2012, Using practice theory to investigate professional engineers' workplace learning, in FIE 2012 : Soaring to New Heights in Engineering Education : Proceedings of the 2012 Frontiers in Education Conference, IEEE, Piscataway, N.J., pp. 1-6, doi: 10.1109/FIE.2012.6462392.

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Title Using practice theory to investigate professional engineers' workplace learning
Author(s) Rooney,D
Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Reich,A
Fitzgerald,T
Willey,K
Gardner,A
Conference name Frontiers in Education. Conference (2012 : Seattle, Washington)
Conference location Seattle, Washington
Conference dates 2012/10/3 - 2012/10/6
Title of proceedings FIE 2012 : Soaring to New Heights in Engineering Education : Proceedings of the 2012 Frontiers in Education Conference
Editor(s) [Unknown]
Publication date 2012
Conference series Frontiers in Education Conference
Start page 1
End page 6
Total pages 6
Publisher IEEE
Place of publication Piscataway, N.J.
Keyword(s) continuing professional development
practice theory
professional learning
qualitative research
Summary This paper reports on the first phase of an Australian inter-disciplinary partnership study concerned with professional learning of experienced engineers. It is a theoretically motivated, qualitative paper that aims to produce detailed descriptions of professional learning that arise within professional engineering work. The paper uses practice theory to conceptualise professional learning. By using 'practices' as the units of analysis, professional learning is understood as an integral part of everyday work practices that is embodied, relational and material rather than an individual attribute. The paper concludes by suggesting that practice theory may provide organisations with an alternative perspective of workplace learning, inviting them to reconsider how professional learning is acknowledged, rewarded and fostered in organisations. © 2012 IEEE.
ISBN 9781467313513
ISSN 1539-4565
Language eng
DOI 10.1109/FIE.2012.6462392
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2012, IEEE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071829

Document type: Conference Paper
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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