Problematising practice, learning and change: practice-theory perspectives on professional learning

• Published in: The journal of workplace learning 2014-01, Vol.26 (6/7), p.418-431
• Main Authors: Reich, Ann, Hager, Paul
• Format: Article
• Language: English
• Subjects: Actor-network theory; Aesthetic Education; Change; Education; Educational Change; Educational History; Educational Practices; Educational Research; Epistemology; Guidelines; HR & organizational behaviour; Learning; Learning Theories; Power Structure; Practice theory; Professional development; Professional Education; Professional practice; Professional Training; Researchers; Resistance (Psychology); Social Environment; Sociocultural Patterns; Studies; Teaching Methods; Theory; Theory Practice Relationship; Training & development; Workplace Learning
• ISSN: 1366-5626; 1758-7859
• DOI: 10.1108/JWL-02-2014-0016

Purpose – This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning. Design/methodology/approach – This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread. Findings – A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change. Originality/value – This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice.