Reconceptualising Professional Learning

Tara Fenwick is Professor of Education at the University of Stirling, UK and director of ProPEL, an international network for research in professional practice, education and learning.. Her most recent book is Emerging Approaches to Educational Research: tracing the sociomaterial, with R. Edwards and P. Sawchuk (Routledge 2012). Monika Nerland is Professor of Education at the University of Oslo, Norway. She has led several research projects focusing on leraning and knowledge development in different professions. She recently co-edited the book Professional Learning in the Knowledge Society, with K. Jensen and L.C. Lahn (Sense 2012).

Professional knowing, work arrangements and responsibility: new times, new concepts?

Tara Fenwick, University of Stirling and Monika Nerland, University of Oslo

Section1: Reconceptualising Professional Knowing






Professional knowing-in-practice: rethinking materiality and border resources in telemedicine


Silvia Gherardi, University of Trento, Italy




Learning through epistemic practices in professional work: examples from nursing and engineering
Monika Nerland and Karen Jensen, University of Oslo, Norway




The doctor and the blue form: learning professional responsibility
Miriam Zukas, Birkbeck, University of London and

Sue Kilminster, Leeds Medical Education Institute, University of Leeds




Re-thinking teacher professional learning: a more than representational account
Dianne Mulcahy, University of Melbourne, Australia




Surfacing the multiple: diffractive methods for rethinking professional practice and knowledge
Davide Nicolini and Bridget Roe, Warwick University, UK



Section II: Reconceptualising Professional Work Arrangements




Nurturing occupational expertise in the contemporary workplace: an ‘apprenticeship turn’ in professional learning
Alison Fuller, University of Southampton

Lorna Unwin, Institute of Education, UK




A technology shift and its challenges to professional conduct: mediated vision in endodontics
Åsa Mäkitalo, University of Gotenburg, Sweden

Claes Reit




Engineering knowing in the digital workplace: aligning sociality and materiality in practice
Aditya Johri, Virginia Tech University, USA




Interprofessional working and learning: a conceptualization of their relationship and its implications for education
David Guile, Institute of Education, UK




Arrangements of co-production in healthcare: partnership modes of interprofessional practice
Roger Dunston, University of Technology at Sydney, Australia

Section III: Reconceptualising Professional Responsibility




Materiality and professional responsibility
Tara Fenwick, University of Stirling, UK




Developing professional responsibility in medicine: a sociomaterial curriculum
Nick Hopwood, University of Technology at Sydney, Australia

Madeleine Abrandt Dahlgren, Linköping University, Sweden

Karin Siwe, Linköping University, Sweden




Dilemmas of responsibility for health professionals in independent practice
Sarah Wall, University of Alberta, Canada




Putting time to ‘good’ use in educational work: a question of responsibility
Helen Colley, Huddersfield University, UK

Lea Henriksson, University of Tampere, Finland

Beatrix Niemeyer, University of Flensburg, Germany

Terri Seddon, Monash University, Australia




Professional learning for planetary sustainability: ‘thinking through country’

Margaret Somerville, University of Western Sydney