Experiences of practice-based learning in phenomenographic perspective

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Rovio-Johansson, Airi,1939Gothenburg University,Göteborgs universitet,Gothenburg Research Institute (GRI) (författare)

Experiences of practice-based learning in phenomenographic perspective

Artikel/kapitelEngelska2018

Förlag, utgivningsår, omfång ...

Emerald,2018

Nummerbeteckningar

LIBRIS-ID:oai:gup.ub.gu.se/263982
https://gup.ub.gu.se/publication/263982URI
https://doi.org/10.1108/jwl-03-2016-0017DOI

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Språk:engelska

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Purpose This study examines, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach The paper introduces the Cooperation Project between TTC-Furntech and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggest that three phenomenographic hierarchical categories constitute the learning process; (a) getting a recognised professional identity; (b) perceiving new elements and expanding knowledge; (c) seeing new aspects of design work and new steps of development in profession. Findings Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object, were expressed in cooperation as doings and sayings, as translation, and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences. Practical implications More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market. Originality/value The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Ekonomi och näringsliv hsv//swe
SOCIAL SCIENCES Economics and Business hsv//eng
SAMHÄLLSVETENSKAP Annan samhällsvetenskap hsv//swe
SOCIAL SCIENCES Other Social Sciences hsv//eng
SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
SOCIAL SCIENCES Educational Sciences hsv//eng
team learning; qualitative analysis; phenomenography; communities of practice
translation; practice-based Learning;

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Göteborgs universitetGothenburg Research Institute (GRI) (creator_code:org_t)

Sammanhörande titlar

Ingår i:Journal of Workplace Learning: Emerald30:1, s. 48-641366-5626

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Journal of Workplace Learning (Sök värdpublikationen i LIBRIS)

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