This book presents leading-edge perspectives and methodologies to address emerging issues o concern for professional learning in contemporary society. The conditions for professional practice and learning are changein dramatically in the wake of globalisation, new modes of knowledge production, new regulatory regiemes and increased economic-political pressures. A number of chllenges for professional learning emerge:
- more practitioners becoming involved in interprofessional collaboration
- devlopments in new technologies and virtual workworlds
- emergence of transnational knowedge cultures and interrelated circuits of knowledge.
The space and time relations in which professional practice and learning are mebedded are becoming more complext, as are the epistemic underpinnings om professional work. Together these shifts bring about intersections of professional knowledge and responsibilities that call for new conceptions of professional knowing. Exploring what the authors call sociomaterial perspectives on professional learning, they argue that theories that trace not just the social but also the material aspects of practice - tools, texts, bodies, devices - are useful for coming to terms with the challenges above. Reconceptualising professional learning develops these issues through specific contemporary cases focused on one of the book's three main themes: (1) professionals' knowing in practice, (2) professionals' work arrangements and technologies and (3) professional responsibility. Each chapter draws on innovative theory to highlight the sociomaterial webs through which professional learning may be reconceptualised. Authors are based in Australia, Canada, italy, Norway, Sweden and the USA as well as the UTK and their cases are based in a range of professional settings including medicine, teaching, nursing engineering, social services, the creative industries and more.
By presenting detailed accounts of these themes from a sociomaterial perspective, the book raises new questions and opens new methodological approaches. These can help make more visible what is often invisible in today's messy dynamics of professional learning, and pont to new ways of configuring educational support and policy for professionals.
London and New York: Routledge, 2014. 171-183 p.