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![Page 1: Understanding of professional practice and learning in globalised work Tara Fenwick University of Stirling t r a n s i t i o n s.](https://reader035.fdocuments.us/reader035/viewer/2022062719/56649ee75503460f94bf8766/html5/thumbnails/1.jpg)
Understandingof professional practice and learningin globalised work
Tara FenwickUniversity of Stirling
transitions
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transition … derived from• the Latin transitus
(passage; crossing)• the Late Latin transire
(go over, cross)• the Latin trans (beyond,
across)
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Why understanding transitions matters
• Psychological – personal struggle, dissonance, challenges to self-concept. Counselling to provide personal coping strategies
• Organisation/management studies – planning & ‘managing’ workers’ change
• Policy/regulatory view – ensuring quality & reliability of professional decision-making
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Why understanding transitions matters• Educational interest – understanding & supporting learning
processes in transition
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a sociological starting point …
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Transitions in
New Public Managerialism
less knowledge authority & discretionary judgment
multiple competing stakeholdersand regulatory agencies
increased audit measuresand performativity
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personal transitions in professional practice
• unfolding career• role/responsibility• knowledge• migration
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• as problem needing management
• as perpetual, inevitable• as ‘becoming’• as institutionalized path• as turning point• as journey
discourses of transition
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Educational assumptions about transition
• people can become ‘prepared’ through knowledge • what’s coming is known• we should develop strategies to ‘cope’
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Researching transitions – insights and problems
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psychological approach
• Life tasks & self concept• Cognitive coping
strategies– Planning & reflection– Translate goals and self-
beliefs to action
• Emotional coping strategies– “defensive pessimism”– “optimism”
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problems – psychological approach• Unpredictable effects of cultural norms, values• Mediated by others’ expectations, language,
positioning (power)• Hundred of cognitive dimensions influence choices• People perform and identify with diverse selves
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‘life course’ sociology approach
• Life history enmeshed with environments
• Social/cultural capital• Discourses influencing self-
narratives• Triggers of transition, and
responses
• Learning/identity/agency
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Role of learning in lifecourse approach
• what people learn from their lives, what they learn for their lives – and how
• Learning as blocker and as enabler
• What restricts mobility, new possibilities?
• What best supports ‘enabling’ learning that manages transitions?
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Problems – lifecourse approach
• Focusing on the individual• Focusing on events• The ‘becoming’ discourse• Pathologising transitions• ‘Managing’ transitions
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Career passages approach
• School-to-work
• Career ‘stages’
• Periphery to center
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problems – career passages
• Normative patterns, homogenised, linear• Economism – individualist, adaptive• Work sites as static blocks? – only the individual moves• Deflects critical gaze from processes causing change
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Issues - ‘transitions’ as learningConstruction of ‘risk’
(need help, soothing)Conception of passage
(space as static)
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Conceptions of ‘journey’• (uni-directional)• (discourse of development)
Preoccupation with personal-psychological, or personal-social
• (ignores ecologies of practice& transition)• (accepts existing systems of production)
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Questions for exploration?
• What is a ‘successful’ transition? (& is this a valid question?)• How can we conceptualise transitions in ways that disrupt
linearity , universality, ‘development’?• How do we examine the complex ecologies of transition? • Are distinctly different forms of transition experienced across
professional groups? Across activities? Regions? Moments?• How do different forms & practices of learning influence
professionals’ transitions?• Are some transitions more ‘empowering’ or
‘disempowering’?
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What is the purpose of educational/ pedagogical intervention in professionals’ transitions? (and on what basis do we justify this purpose?)