The role of the practice trainer as an agent of co-configuration

Abstract

Professional and vocational learning requires the sharing of expertise across physical, social and cultural boundaries in developing and delivering programmes of study. Contemporary understandings of workplace learning emphasise the criticality of contextualised learning which considers how learners and workplace environments are reciprocally shaped. This paper draws on the findings of a case study which utilised the tools of activity theory to develop insights into the complexities of bridging educational institutions and the workplace in support of learners in order to build capacity in healthcare. The case study centres on development of a new assistant professional (AP) role, underpinned by a two-year foundation degree qualification. During the programme learners are supported by a ‘practice trainer’ who has a dedicated role in supporting learning across academic and workplace environments. The study explores the role of practice trainers in promoting expansive learning which creates new solutions to meet emerging demands. It is set within an interpretivist research paradigm with data gathered through semi-structured interviews and a focus group with key members of the partnership. The findings reveal the centrality of practice trainers in aligning the educational programme to the needs of the emerging AP role. A similar, dedicated role is recommended in other professional and vocational programmes to foster conditions which enable a more contextualised learning experience.

Keywords:

• activity theory
• assistant professional
• expansive learning
• co-configuration
• workplace learning

Acknowledgement

Thanks are given to Dr Alison Ledger who critically commented on an earlier draft of this paper.

Disclosure statement

No potential conflict of interest was reported by the author.