PROFESSIONAL LEARNING IN THE KNOWLEDGE SOCIETY

PROFESSIONAL LEARNING IN THE KNOWLEDGE SOCIETY

The Knowledge Economy and Education Volume 6 Series Editors: David W. Livingstone, Ontario Institute for Studies in Education David Guile, Faculty of Policy and Society, Institute of Education, University of London Editorial Board: Stephen Billett, Griffiths University, Australia Zhou Zuoyu, Normal University, Beijing, China Emery Hyslop-Margison, Concordia University, Canada Karen Jensen, University of Oslo, Norway Johan Muller, University of Cape Town, South Africa Yoko Watanabe, University of Kyoto, Japan Scope: The aim of this series is to provide a focus for writers and readers interested in exploring the relation between the knowledge economy and education or an aspect of that relation, for example, vocational and professional education theorised critically. It seeks authors who are keen to question conceptually and empirically the causal link that policymakers globally assume exists between education and the knowledge economy by raising: (i) epistemological issues as regards the concepts and types of and the relations between knowledge, the knowledge economy and education; (ii) sociological and political economic issues as regards the changing nature of work, the role of learning in workplaces, the relation between work, formal and informal learning and competing and contending visions of what a knowledge economy/knowledge society might look like; and (iii) pedagogic issues as regards the relationship between knowledge and learning in educational, community and workplace contexts. The series is particularly aimed at researchers, policymakers, practitioners and students who wish to read texts and engage with researchers who call into question the current conventional wisdom that the knowledge economy is a new global reality to which all individuals and societies must adjust, and that lifelong learning is the strategy to secure such an adjustment. The series hopes to stimulate debate amongst this diverse audience by publishing books that: (i) articulate alternative visions of the relation between education and the knowledge economy; (ii) offer new insights into the extent, modes, and effectiveness of people s acquisition of knowledge and skill in the new circumstances that they face in the developed and developing world, (iii) and suggest how changes in both work conditions and curriculum and pedagogy can led to new relations between work and education.

Professional Learning in the Knowledge Society Edited by Karen Jensen University of Oslo, Norway Leif Chr. Lahn University of Oslo, Norway and Monika Nerland University of Oslo, Norway SENSE PUBLISHERS ROTTERDAM / BOSTON / TAIPEI

A C.I.P. record for this book is available from the Library of Congress. ISBN 978-94-6091-992-3 (paperback) ISBN 978-94-6091-993-0 (hardback) ISBN 978-94-6091-994-7 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com Printed on acid-free paper All rights reserved 2012 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

TABLE OF CONTENTS Preface vii 1. Introduction Professional learning in new knowledge landscapes: A cultural perspective 1 Karen Jensen, Leif Chr. Lahn and Monika Nerland PART I: KNOWLEDGE CULTURES AND PROFESSIONAL LEARNING 2. Professions as knowledge cultures 27 Monika Nerland 3. The significance of professional education 49 Jens-Christian Smeby 4. Knowledge in teacher learning: New professional challenges 69 Kirsti Klette and Tone Cecilie Carlsten 5. Temporal design in auditors professional learning: Contemporary epistemic machineries and knowledge strategies in risk auditing 85 Arve Mathisen PART II: ARTEFACTS AND PROFESSIONAL LEARNING 6. The use of knowledge sources amongst novice accountants, engineers, nurses and teachers: An exploratory study 109 Leif Chr. Lahn 7. Good professional work in accounting, engineering, nursing and teaching: From practice-based to research-based quality assessment? 125 Leif Chr. Lahn and Bjørg Christiansen 8. Professional training and knowledge sources 143 Kirsti Klette and Jens-Christian Smeby PART III: KNOWLEDGE TIES AND MODES OF SELF CONDUCT 9. The desire to learn: An analysis of knowledge-seeking practices among professionals 165 Karen Jensen v

TABLE OF CONTENTS 10. Gender, knowledge and desire: A story of change? 179 Monica Rudberg 11. Self-technologies in work-based learning 195 Monika Nerland 12. New patterns for epistemic engagement in nursing: An exploratory 211 study into the policy and practices of non-knowledge Karen Jensen and Bjørg Christiansen List of Contributors 229 vi

PREFACE The knowledge society constitutes an inescapable framework: Not all people are included, but everybody is affected. This book explores how this new age is experienced and dealt with by the professions. There are very good reasons for studying the professions in this way. Modern societies are increasingly dependent on them and their growing importance is reflected in both quantitative terms and in the vital tasks with which they are entrusted. As Abbott (1988) puts it, the professions have come to dominate our world. They heal our bodies, measure our profits and save our souls. Their knowledge and decisions influence all facets of modern life and provide a framework for most of what we do. At the same time, however, the knowledge society significantly challenges the professions classical modes of operation and requires them to reconstruct themselves in a manner which is more powerful in the emergent epistemic landscapes. One core challenge discussed in this book is how to construct cultures for knowledge and learning which take into account both the unfolding character of professional expertise in a complex world and the need to stabilise knowledge for responsible use. Thus to investigate how these groups transform and recreate is to study the knowledge society in the making, as its inherent tensions demand institutional resolve. The book has been prepared over a three-year period. During this time many people have been involved and we are pleased to have the chance now to thank them for their efforts. First, Anne Edwards has read much of the manuscript and has been generous in her support and reactions to different chapters. We appreciate all the contributions she has made to this project and acknowledge that her (parallel) work on professional expertise has provided particular inspiration. During the process of writing, many seminars and conferences have been attended. These events have provided an intellectually stimulating environment and enabled us to meet colleagues working on similar themes. In particular, the research communities affiliated with the special interest groups for professional development and workplace learning in the EARLI and AERA associations have provided important opportunities for engagement. Special thanks go to David Guile and Michael Young who were among the first to spot our work and have also paved the way for this publication. Critical discussions with these scholars have been extremely helpful, as our analysis both diverges from and complements their perspectives on knowledge and the role of epistemic communities respectively. The Prolearn project, on which this book is based, has been funded by the Research Council of Norway and is a collaboration between researchers from the Institute for Educational Research, University of Oslo and the Centre for the Studies of Professions, Oslo University College. We are grateful to these three vii

PREFACE institutions for their extensive support and to the many individuals and teams required to get a project of this size up and running. There are many other people and groups to thank, including our informants. In a longitudinal project like ours, it takes stamina to be an informant and without people willing to participate, there would have been no research. Many individuals have contributed extensively by writing logs, participating in interviews and focus groups, filling out questionnaires, amongst other things. Since our work is still ongoing, we look forward to their continued participation in the future. We would also like to thank Carol Eckmann for the helpful corrections and language improvements that were invaluable as the work has moved into its final stages. Having a native English speaker scrutinise our manuscripts helped us to clarify our thoughts and little red comments in the margin saying this is unclear encouraged many a re-write. Finally, the editors are indebted to all the authors and are confident that the end product has been improved as a result of the extensive discussions and consequential revision of some of the materials. Since the commencement of the project the literature has expanded considerably and we hope that this book will make a contribution to the debates that are currently ensuing. viii