Professional Practice and Learning

1. Front Matter

   Pages i-xxv

   PDF

2. Professional, Theoretical, and Empirical Foundations

   1. Front Matter

      Pages 1-1

      PDF

   2. Introduction

      • Nick Hopwood

      Pages 3-16

   3. Professional Context, Research Site and Partnership

      • Nick Hopwood

      Pages 17-52

   4. Sociomaterialism, Practice Theory, and Workplace Learning

      • Nick Hopwood

      Pages 53-115

   5. Ethnographic Underpinnings

      • Nick Hopwood

      Pages 117-136

3. Four Dimensions of Professional Practices and Learning

   1. Front Matter

      Pages 137-137

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   2. Times and Professional Practices

      • Nick Hopwood

      Pages 139-165

   3. Spaces and Professional Practices

      • Nick Hopwood

      Pages 167-207

   4. Bodies and Professional Practices

      • Nick Hopwood

      Pages 209-240

   5. Materialities and Professional Practices

      • Nick Hopwood

      Pages 241-265

4. Professional Learning, Partnership and Practice

   1. Front Matter

      Pages 267-267

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   2. Professional Learning as Attuning, Connecting and Sensitising

      • Nick Hopwood

      Pages 269-304

   3. Professional Learning in Pedagogic Practices

      • Nick Hopwood

      Pages 305-343

   4. Conclusions

      • Nick Hopwood

      Pages 345-362

5. Back Matter

   Pages 363-372

   PDF

This book explores important questions about the relationship between professional practice and learning, and implications of this for how we understand professional expertise. Focusing on work accomplished through partnerships between practitioners and parents with young children, the book explores how connectedness in action is a fluid, evolving accomplishment, with four essential dimensions: times, spaces, bodies, and things. Within a broader sociomaterial perspective, the analysis draws on practice theory and philosophy, bringing different schools of thought into productive contact, including the work of Schatzki, Gherardi, and recent developments in cultural historical activity theory. The book takes a bold view, suggesting practices and learning are entwined but distinctive phenomena. A clear and novel framework is developed, based on this idea. The argument goes further by demonstrating how new, coproductive relationships between professionals and clients can intensify thepedagogic nature of professional work, and showing how professionals can support others’ learning when the knowledge they are working with, and sense of what is to be learned, are uncertain, incomplete, and fragile.

• Karitane
• adult learning
• body geometries
• collective choreography
• family health service
• health workforce
• micro-practices
• non-knowledge
• practices of coproduction
• professional learning
• professional practice
• workplace learning
• practice theory
• social resilience
• learning and instruction

• School of Education, University of Technology Sydney, Broadway, Australia

  Nick Hopwood

Nick Hopwood is a Chancellor’s Post-Doctoral Research Fellow at the University of Technology, Sydney, and a member of the Centre for Research in Learning and Change. He has a strong track record of published work and relevant experience of book authorship. From 2004 to the present, he has published 17 journal articles, 5 book chapters, a joint-authored book (Rickinson, Lundholm & Hopwood, Environmental Learning: Insights from Research into the Student Experience, Springer, 2009), and a monograph (Geography in Secondary Schools: Researching Pupils’ Classroom Experiences, Continuum, 2012). He has edited two special issues of international journals, and has served as a book-review editor. His publications trace a long interest in framing empirical problems in relation to learning, practice and work in different contexts.         

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