Abstract
A diverse range of practice-based approaches has increased our understanding of learning in preparation for work and in the workplace. While these approaches are rich and varied, they generally conceptualise practice as a singular, relational whole, thereby overlooking the multiplicity of practice. Moreover, practice-based approaches commonly adopt an epistemological focus that neglects the ontological dimension central to learning. In other words, these approaches emphasise the knowledge or activities that are learned, at the expense of attention to who learners are becoming and what this process of becoming involves. We adopt a lifeworld perspective in proposing an alternative approach that focuses on development of ‘ways of being,’ such as ways of teaching or managing. Ways of being guide and direct our activities, giving meaning to what we do and who we are. We outline the historical development and key features of this alternative approach. We use empirical material from our research on learning in higher education and the workplace in demonstrating how a lifeworld perspective can provide a new and innovative approach to practice-based learning.
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Keywords
- Medical Student
- Medical Practitioner
- Medical Program
- Legitimate Peripheral Participation
- Ontological Dimension
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Dall’Alba, G., Sandberg, J. (2010). Learning through and about Practice: A Lifeworld Perspective. In: Billett, S. (eds) Learning Through Practice. Professional and Practice-based Learning, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3939-2_6
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