© 2012

Practice, Learning and Change

Practice-Theory Perspectives on Professional Learning

  • Paul Hager
  • Alison Lee
  • Ann Reich

Part of the Professional and Practice-based Learning book series (PPBL, volume 8)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Theorising Practice; Rethinking Professional Learning

  3. Investigating Learning Practices

    1. Front Matter
      Pages 101-101
    2. Jeanette Lancaster
      Pages 119-131
    3. Ann Reich, John Girdwood
      Pages 151-165
    4. Andreas Fejes, Katherine Nicoll
      Pages 167-181
    5. Madeleine Abrandt Dahlgren, Lars Owe Dahlgren, Johanna Dahlberg
      Pages 183-197
  4. Practice, Learning and Change

    1. Front Matter
      Pages 215-215
    2. Oriana M. Price, Mary C. Johnsson, Hermine Scheeres, David Boud, Nicky Solomon
      Pages 233-247
    3. Paul Hager, Mary C. Johnsson
      Pages 249-265

About this book


The three concepts central to this volume—practice, learning and change—have received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of ‘practice’ as an unexamined given, its co-location as a term with various classifiers, as in ‘legal practice’ and ‘teaching practice’, render it curiously devoid of semantic force.

In this book, ‘practice’ is the super-ordinate organising idea. Drawing on what has been termed the ‘practice turn in contemporary theory’, the work develops a conceptual framework for researching learning in, and on, practice. It challenges received notions of practice, questioning the assumptions, elisions, conflations and silences on the subject. In so doing, it offers fresh insights into learning and change, and how they relate to practice. In tandem with this conceptual work, the book details site-ontological studies of practice and learning in diverse professional and workplace contexts, examining the work of occupations as various as doctors, chefs and orchestral musicians. It demonstrates the value of theorising practice, learning and change, as well as exploring the connections between them amid our evolving social and institutional structures.


collective practice learning practice organizational practising practice turn professional learning sociomaterial workplace learning

Editors and affiliations

  • Paul Hager
    • 1
  • Alison Lee
    • 2
  • Ann Reich
    • 3
  1. 1., Faculty of Arts and Social SciencesUniversity of Technology, SydneyUltimo, NSWAustralia
  2. 2., Faculty of Arts and Social SciencesUniversity of Technology, SydneyUltimo, NSWAustralia
  3. 3., Faculty of Arts and Social SciencesUniversity of Technology, SydneyUltimo, NSWAustralia

Bibliographic information