Learning journey: Conceptualising "change over time" as a dimension of workplace learning.
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| Title: | Learning journey: Conceptualising "change over time" as a dimension of workplace learning. |
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| Authors: | GOH, Adeline Yuen Sze1 adeline.goh@ubd.edu.bn |
| Source: | International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft. Feb2022, Vol. 68 Issue 1, p81-100. 20p. |
| Subject Terms: | *Continuing education, *COVID-19 pandemic, *Maturation (Psychology), *Adult education, Work environment |
| Abstract (English): | Understanding how individuals learn at work throughout their lives is significant for discussions of lifelong learning in the current era where changes can be unpredictable and frequent, as illustrated by the COVID-19 pandemic. Despite a corpus of literature on the subject of "learning", there is little research or theoretical understanding of "change over time" as a dimension of individual learning at work. Increasing emphasis has been put on individuals' personal development, since they play key mediating roles in organisations' work practices. This article proposes the concept of the "learning journey" to explore the relational complexity of how individuals learn at different workplace settings across their working lives. In order to illuminate this, the article draws on the learning experiences of two workers with different roles at two points in time across different workplaces. The author argues that individual learning involves a complex interaction of individual positions, identities and agency towards learning. This complexity is relational and interrelated with the workplace learning culture, which is why learning is different for individuals in different workplaces and even for the same person in the same workplace when occupying different roles. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Itinéraire d'apprentissage : conceptualisation du « changement au fil du temps » en tant que dimension de l'apprentissage sur le lieu de travail – Comprendre comment les individus apprennent au fil de l'existence en milieu professionnel est important pour nourrir les débats sur l'apprentissage tout au long de la vie à l'époque actuelle où les changements peuvent être imprévisibles et fréquents comme l'illustre la pandémie de COVID-19. Malgré le corpus de littérature existant sur « l'apprentissage », peu de recherches ou de connaissances théoriques portent sur le « changement au fil du temps » en tant que dimension de l'apprentissage individuel sur le lieu de travail. On accorde de plus en plus d'importance au développement personnel des individus étant donné qu'ils assument des rôles de médiation essentiels dans les pratiques professionnelles des entreprises. Cet article présente le concept de « l'itinéraire d'apprentissage » pour examiner la complexité relationnelle de la façon dont les individus apprennent dans différents cadres professionnels tout au long de leur vie active. Pour éclairer ce propos, l'article s'appuie sur l'expérience éducative de deux salariés avec des rôles différents, à deux moments différents, sur des lieux de travail différents. L'autrice affirme que l'apprentissage individuel inclut une interaction complexe entre les points de vue, les identités et l'action personnels en matière d'apprentissage. Cette complexité est d'ordre relationnel et liée à la culture de l'apprentissage sur le lieu de travail, ce qui explique la raison pour laquelle apprendre diffère pour les individus en fonction du lieu de travail, et que même pour une seule et même personne apprendre sur son lieu de travail diffère en fonction des postes qu'elle occupe. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Understanding how individuals learn at work throughout their lives is significant for discussions of lifelong learning in the current era where changes can be unpredictable and frequent, as illustrated by the COVID-19 pandemic. Despite a corpus of literature on the subject of "learning", there is little research or theoretical understanding of "change over time" as a dimension of individual learning at work. Increasing emphasis has been put on individuals' personal development, since they play key mediating roles in organisations' work practices. This article proposes the concept of the "learning journey" to explore the relational complexity of how individuals learn at different workplace settings across their working lives. In order to illuminate this, the article draws on the learning experiences of two workers with different roles at two points in time across different workplaces. The author argues that individual learning involves a complex interaction of individual positions, identities and agency towards learning. This complexity is relational and interrelated with the workplace learning culture, which is why learning is different for individuals in different workplaces and even for the same person in the same workplace when occupying different roles. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00208566 |
| DOI: | 10.1007/s11159-022-09942-0 |
