Edwards Being an Expert Professional Practitioner

The Relational Turn in Expertise
2010
ISBN: 978-90-481-3969-9
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 3, 172 Seiten

Reihe: Professional and Practice-based Learning

Professionals deal with complex problems which require working with the expertise of others, but being able to collaborate resourcefully with others is an additional form of expertise. This book draws on a series of research studies to explain what is involved in the new concept of working relationally across practices. It demonstrates how spending time building common knowledge between different professions aids collaboration. The core concept is relational agency, which can arise between practitioners who work together on a complex task: whether reconfiguring the trajectory of a vulnerable child or developing a piece of computer software. Common knowledge, which captures the motives and values of each profession, is essential for the exercise of relational agency and contributing to and working with the common knowledge of what matters for each profession is a new form of relational expertise. The book is based on a wide body of field research including the author's own. It tackles how to research expert practices using Vygotskian perspectives, and demonstrates how Cultural Historical and Activity Theory approaches contribute to how we understand learning, practices and organisations.

Autoren/Hrsg.

Edwards, Anne

Inhaltsverzeichnis

1;Series Editors Foreword;6
2;Acknowledgements ;8
3;Contents;9
4;1 Introducing the Resourceful Practitioner;12
4.1;1.1 What This Book Is About;12
4.2;1.2 Being a Professional;13
4.3;1.3 What Are Practices;16
4.4;1.4 Mediation and Knowledge in Practices;18
4.5;1.5 Professional Identity;21
4.6;1.6 Relational Expertise;24
4.7;1.7 The Evidence Base;27
4.8;1.8 Notes;28
4.9;References;29
5;2 Expertise: The Relational Turn;32
5.1;2.1 Expertise in Task Accomplishment;32
5.2;2.2 Psychological Accounts of Expertise and Environment;32
5.3;2.3 Starting with the Cultural;35
5.4;2.4 Distributed Expertise;37
5.5;2.5 Networking Without Knowledge;43
5.6;2.6 Collective Competence and Collaborative Intentions;45
5.7;2.7 Expertise as Purposeful Engagement in Practices;47
5.8;References;48
6;3 Knowledge Work at Practice Boundaries;52
6.1;3.1 Boundaries: Where Practices Intersect;52
6.2;3.2 Boundary Work;54
6.3;3.3 What Happens in the New Boundary Spaces;56
6.4;3.4 Alternative Envisioning at the Boundaries;59
6.5;3.5 Constructing Sites for Sustained Boundary Work;61
6.6;3.6 Knowledge Talk at the Boundaries;64
6.7;References;69
7;4 Relational Agency: Working with Other Practitioners;72
7.1;4.1 Relational Agency;72
7.2;4.2 Agency and Mutuality;73
7.3;4.3 Relational Agency and Cultural Historical Activity Theory;75
7.4;4.4 Motives and Relational Agency;79
7.5;4.5 Relational Agency and Demands on Practitioners;80
7.6;4.6 Systemic Responses to the Demands of Relational Agency;82
7.7;4.7 Relational Agency in Practice;84
7.8;References;88
8;5 Working Relationally with Clients;91
8.1;5.1 Personal Responsibility;91
8.2;5.2 Participation;93
8.3;5.3 Joint Work as Co-configuration;95
8.4;5.4 Externalisation Co-configuration and Relational Agency;99
8.5;5.5 Working with the Expertise of Those Who Use Services;105
8.6;References;106
9;6 Being a Professional;109
9.1;6.1 Working in Relation;109
9.2;6.2 Knowledge and Commitment in Professional Work;110
9.3;6.3 Expert Knowledge and Relational Agency;114
9.4;6.4 Knowledge in Practices;119
9.5;References;123
10;7 Working Upstream;126
10.1;7.1 Systemic Learning from Operational Practices;126
10.2;7.2 Distinctly Different Practices in Organisational Hierarchies;128
10.3;7.3 Differences in Engagement with Knowledge Between Hierarchical Practices;131
10.4;7.4 Differences in Temporalities;133
10.5;7.5 Representations that Work Across Boundaries;134
10.6;7.6 Upstream Learning and Resistance to Change in Organisations;135
10.7;7.7 Mediation and Relevance;138
10.8;7.8 Knowledge Flows from Research to Policy;141
10.9;References;144
11;8 Researching the Relational in Practices;146
11.1;8.1 Finding the Object of Enquiry;146
11.2;8.2 Background and Foreground in Research Design;151
11.3;8.3 Discursive Approaches to Researching Relational Aspects of Professional Practices;153
11.4;8.4 Narratives and Personal Trajectories;155
11.5;8.5 Interventionist Research;159
11.6;8.6 The Challenges of Researching the Relational Turn;161
11.7;References;162
12;Appendix A Activity Theory;166
12.1;A.1 What Is Activity Theory;166
12.2;A.2 Engestrm and Activity Theory;167
12.3;A.3 Developmental Work Research;169
12.4;A.4 Inside the DWR Sessions;171
12.5;A.5 Analysing the Data from the DWR Sessions;172
12.6;References;172
13;An Analytic Protocol for the Building of Common Knowledge: The D-Analysis;173
13.1;Reference;174
14;Index;175