工作场所学习研究第三范式:基于实践的学习研究评述
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摘要
嵌入在实践转向运动中兴起的基于实践的学习研究,被认为是对传统学习研究范式的替代选择。基于实践的学习研究范式重新界定了学习的本质,采用了审视学习现象的新视角,打开了理解发生在日常实践中的学习的新知识前沿,以及设置了学习研究的新主题。
Practice-based learning research,which was embedded and arose in the movement of practice transformation,is considered to be the alternative of traditional learning research paradigm. The practice-based learning research not only redefines the nature of learning,but also adopts a new perspective of examining learning phenomena,as well as opening up a new intellectual frontier of understanding the learning in daily practice and setting new theme of learning research.
Practice-based learning research,which was embedded and arose in the movement of practice transformation,is considered to be the alternative of traditional learning research paradigm. The practice-based learning research not only redefines the nature of learning,but also adopts a new perspective of examining learning phenomena,as well as opening up a new intellectual frontier of understanding the learning in daily practice and setting new theme of learning research.
引文
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[28] Ewenstein B,Whyte J. Beyond words:Aesthetic knowledge and knowing in organizations[J]. Organization Studie,2007s,28(5):689-708.
[29] Nyberg D. Computers,Customer Service Operatives and Cyborgs:Intraactions in Call Centres[J]. Organization Studies,2009,30(11):1181-1199.
[30]李茂荣.领导者的日常实践学习研究:以W市镇长为例[D].上海:华东师范大学,2013.
[31] Zukas M,Kilminster S. Becoming a doctor:An ANT account of learning responsibility[C]. Proceedings of 7th Internation-al Conference on Researching Work and Learning,2011:85-94.
[32] Ferlie E,Fitzgerald L,Wood M,Hawkins C. The nonspread of innovations:The mediating role of professionals[J]. Acade-my of Management Journal,2005,48(1):117-134.
[33] Carlile P R. A pragmatic view of knowledge and boundaries:Boundary objects in new product development[J]. Organiza-tion Science,2002,13(4):442-455.
[34] Zietsma C,Lawrence T B. Institutional work in the transformation of anorganizational field:The interplay of boundary workand practice work[J]. Administrative Science Quarterly,2010,55(2):189-221.
[35] Patriotta G. Sense making on the shop floor:Narratives of knowledge in organizations[J]. Journal of Management Studies,2003,40(2):349-375.
[36] Randall J,Munro I. Foucault’s care of the self:A case from mental health work[J]. Organization Studies,2010,31(11):1485-1504.
[37] Orlikowski W J. Knowing in Practice:Enacting a collective capability in distributed organizing[J]. Organization Science,2002,13(3):398-427.
[2] Greeno J G. On claims that answer the wrong questions[J]. Educational Researcher,1997,26(1):5-17.
[3] Alexander P A. Bridging cognition and socioculturalism within conceptual change research:Unnecessary foray or unachiev-able feat?[J]. Educational Psychologist,2007,42(1):67-73.
[4] Silvia Gherardi,Davide Nicolini,Francesca Odella. Toward a Social Understanding of How People Learn in Organizations:The Notion of Situated Curriculum[J]. Management Learing,1998,29(3):273-297.
[5] Miettinen R,Samra-Fredericks D,Yanow D. Re-turn to Practice:An Introductory Essay[J]. Organization Studies,2009,30(12):1309-1327.
[6] Gherardi S. Practice-based theorizing on learning and knowing in organizations[J]. Organization,2000,7(2):211-223.
[7] Barbara Simpson. Pragmatism,Mead and the Practice Turn[J]. Organization Studies,2010,30(12):1329-1347.
[8] Edwards R. Beyond the moorland? Contextualising lifelong learning[J]. Studies in the Education of Adults,2006,38(1):25-36.
[9] Gherardi S. How to Conduct a Practice-based Study:Problems and Methods[M]. UK:Edward Elgar,2012.
[10] Ortner S. Theory in anthropology since the 60s’[J]. Comparative Studies in Society and History,1984,26(1):126-66.
[11] Schatzki T R,Knorr-Cetina K,Savigny E v. The practice turn in contemporary theory[M]. New York:Routledge,2001.
[12] Gherardi S. Knowing and learning in practice-based studies:an introduction[J]. The Learning Organization,2009,16(5):352-359.
[13] Brown J S,Duguid P. Organizational learning and communities-of practice:Toward a unified view of working,learning,and innovation[J]. Organization Science,1991,2(1):40-57.
[14] Raelin. Toward an Epistemology of Practice[J]. Academy of Management Learning&Education,2007,6(4):495-519.
[15] Corradi G,Gherardi S,Verzelloni L. Through the practice lens:Where is the bandwagon of practice-based studies head-ing?[J]. Management Learning,2010,41(3),265-283.
[16] Alvesson M,Hardy C,Harley B. Reflecting on reflexivity:Reflexive textual practices in organization and management the-ory[J]. Journal of Management Studies,2008,45(3):480-501.
[17] Gherardi S. Organizational knowledge:the texture of workplace learning[M]. UK:Blackwell Publishing,2006.
[18] Lave J,Wenger E. Situated learning:legitimate peripheral participation[M]. New York:Cambridge University Press,1991.
[19] Miettinen R,Lehenkari J,Tuunainen J. Learning and network collaboration in product development:How things work forhuman use[J]. Management Learning,2008,39(2):203-219.
[20] Sawchuk P. Adult Learning and Technology in Working-Class Life[M]. New York:Cambridge University Press,2003.
[21] Engestrm Y. Innovative learning in work teams[M]∥in Engestrm Y,Miettinen R and Punamki R L(eds). Perspec-tives on Activity Theory. Cambridge:Cambridge University Press,1999:377-406.
[22] Fenwick T,Edwards R,Sawchuk P. Emerging Approaches to Educational Research[M]. London:Routledg,2011.
[23] Srensen E. The Materiality of Learning:Technology and Knowledge in Educational Practice[M]. Cambridge and NewYork:Cambridge University Press,2009.
[24] Vaast E. What goes online comes off line:Knowledge management system use in a soft bureaucracy[J]. OrganizationStudies,2007,28(3):283-306.
[25] Prichard C,Willmott H. Just how managed is the McUniversity?[J]. Organization Studies,1997,18(2):287-316.
[26]马颂歌.工作情境中医生团队的专业学习研究:以某冠心病监护病房为个案[D].上海:华东师范大学,2014.
[27] Lanzara G F. Reshaping practice across media:material mediation,medium specificity and practical knowledge in judicialwork[J]. Organization Studies,2009,30(12):1369-1390.
[28] Ewenstein B,Whyte J. Beyond words:Aesthetic knowledge and knowing in organizations[J]. Organization Studie,2007s,28(5):689-708.
[29] Nyberg D. Computers,Customer Service Operatives and Cyborgs:Intraactions in Call Centres[J]. Organization Studies,2009,30(11):1181-1199.
[30]李茂荣.领导者的日常实践学习研究:以W市镇长为例[D].上海:华东师范大学,2013.
[31] Zukas M,Kilminster S. Becoming a doctor:An ANT account of learning responsibility[C]. Proceedings of 7th Internation-al Conference on Researching Work and Learning,2011:85-94.
[32] Ferlie E,Fitzgerald L,Wood M,Hawkins C. The nonspread of innovations:The mediating role of professionals[J]. Acade-my of Management Journal,2005,48(1):117-134.
[33] Carlile P R. A pragmatic view of knowledge and boundaries:Boundary objects in new product development[J]. Organiza-tion Science,2002,13(4):442-455.
[34] Zietsma C,Lawrence T B. Institutional work in the transformation of anorganizational field:The interplay of boundary workand practice work[J]. Administrative Science Quarterly,2010,55(2):189-221.
[35] Patriotta G. Sense making on the shop floor:Narratives of knowledge in organizations[J]. Journal of Management Studies,2003,40(2):349-375.
[36] Randall J,Munro I. Foucault’s care of the self:A case from mental health work[J]. Organization Studies,2010,31(11):1485-1504.
[37] Orlikowski W J. Knowing in Practice:Enacting a collective capability in distributed organizing[J]. Organization Science,2002,13(3):398-427.
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