Dilemmas in continuing professional learning: learning inscribed in frameworks or elicited from practice

References

• Boud, D., and P. Hager. 2012. “Re-thinking Continuing Professional Development through Changing Metaphors and Location in Professional Practices.” Studies in Continuing Education 34 (1): 17–30. doi:10.1080/0158037X.2011.608656.
   Web of Science ®Google Scholar
• Boud, D., and N. Solomon. 2003. “‘I Don’t Think I am a Learner”: Acts of Naming Learners at Work.” Journal of Workplace Learning 15 (7–8): 326–331. doi:10.1108/13665620310504800.
   Google Scholar
• Eraut, M. 2012. “Developing a Broader Approach to Professional Learning.” In Learning Trajectories, Innovation and Identity for Professional Development, edited by A. McKee and M. Eraut, 21–45. Dordrecht: Springer Science + Business Media.
   Google Scholar
• Fenwick, T. 2009. “Making to Measure? Reconsidering Assessment in Professional Continuing Education.” Studies in Continuing Education 31 (3): 229–244. doi:10.1080/01580370903271446.
   Web of Science ®Google Scholar
• Fenwick, T., R. Edwards, and P. Sawchuck. 2011. Emerging Approaches to Educational Research: Tracing the Socio-material. London: Routledge.
   Google Scholar
• Fenwick, T., and M. Nerland, eds. 2014. Reconceptualising Professional Learning: Socio-material Knowledge, Practices and Responsibilities. London: Routledge.
   Google Scholar
• Fenwick, T., M. Nerland, and K. Jensen. 2012. “Sociomaterial Approaches to Conceptualising Professional Learning and Practice.” Journal of Education and Work 25 (1): 1–13. doi:10.1080/13639080.2012.644901.
   Google Scholar
• Gherardi, S. 2000. “Practice-based Theorizing on Learning and Knowing in Organizations.” Organization 7 (2): 211–223. doi:10.1177/135050840072001.
   Web of Science ®Google Scholar
• Gherardi, S. 2012. How to Conduct a Practice-based Study: Problems and Method. Cheltenham: Edward Elgar.
   Google Scholar
• Hager, P. 2011. “Theories of Workplace Learning.” In The SAGE Handbook of Workplace Learning, edited by M. Malloch, L. Cairns, K. Evans, and B. O’Connor, 17–31. London: Sage.
   Google Scholar
• Hager, P., and P. Hodkinson. 2009. “Moving beyond the Metaphor of Transfer of Learning.” British Educational Research Journal 35: 619–638. doi:10.1080/01411920802642371.
   Web of Science ®Google Scholar
• Hager, P., and M. Johnsson. 2012. “Collective Learning Practice”. In Practice, Learning and Change: Practice-theory Perspectives on Professional Learning, edited by P. Hager, A. Lee, and A. Reich, 249–265. Dordrecht: Springer.
   Google Scholar
• Hager, P., A. Lee, and A. Reich, eds. 2012a. Practice, Learning and Change: Practice-theory Perspectives on Professional Learning. Dordrecht: Springer.
   Google Scholar
• Hager, P., A. Lee, and A. Reich. 2012b. “Problematising Practice, Reconceptualising Learning and Imagining Change.” In Practice, Learning and Change: Practice-theory Perspectives on Professional Learning, edited by P. Hager, A. Lee, and A. Reich, 1–16. Dordrecht: Springer.
   Google Scholar
• Mos, L. P. 1998. “On Methodological Distinctions: Nomothetic Psychology, or Historical Understanding.” Theory & Psychology 8 (1): 39–57. doi:10.1177/0959354398081003.
   Web of Science ®Google Scholar
• Malloch, M., L. Cairns, K. Evans, and B. N. O’Connor, eds. 2011. The SAGE Handbook of Workplace Learning. London: Sage.
   Google Scholar
• Reich, A., and P. Hager. 2014. “Problematising Practice Learning and Change: Practice-theory Perspectives on Professional Learning.” Journal of Workplace Learning 26 (6/7): 418–438.
   Google Scholar
• Reich, A., D. Rooney, A. Gardner, K. Willey, D. Boud, and T. Fitzgerald. 2014. “Engineers’ Professional learning: A Practice-theory Perspective.” European Journal of Engineering Education. doi:10.1080/03043797.2014.967181.
   Google Scholar
• Rooney, D., A. Gardner, K. Willey, A. Reich, D. Boud, and T. Fitzgerald. 2015. “Reimagining Site-walks: Sites for Rich Learning.” Australasian Journal of Engineering Education 20 (1): 19–30. doi:10.7158/D13-011.2015.20.1.
   Google Scholar
• Rooney, D., K. Willey, A. Gardner, D. Boud, A. Reich, and T. Fitzgerald. 2014. “Engineers’ Professional Learning: Through the Lens of Practice.” In Engineering Practice in a Global Context: Understanding the Technical and the Social, edited by B. Williams, J. Figueiredo, and J. Trevelyan, 265–283. Leiden, The Netherlands: CRC Press.
   Google Scholar
• Schatzki, T. 2012a. “Foreword.” In Practice, Learning and Change: Practice-theory Perspectives on Professional Learning, edited by P. Hager, A. Lee, and A. Reich, 13–26. Dordrecht: Springer.
   Google Scholar
• Schatzki, T. 2012b. “A Primer on Practices: Theory and Research.” In Practice-Based Education: Perspectives and Strategies, edited by J. Higgs, R. Barnett, S. Billett, M. Hutchings, and F. Trede, 13–26. Rotterdam: Sense.
   Google Scholar
• Schatzki, T., C. Knorr Cetina, and E. von Savigny, eds. 2001. The Practice Turn in Contemporary Theory. New York: Routledge.
   Google Scholar
• Unwin, L., and A. Fuller. 2003. Expanding Learning in the Workplace: Making More of Individual and Organisational Potential. Leicester, UK: National Institute of Adult Continuing Education.
   Google Scholar