Learning for knowledgeable action: The construction of actionable conceptualisations as a unit of analysis in researching professional learning

This article draws on the grounded cognition and distributed object-oriented practice perspectives and shows how construction of actionable conceptualisations serves as a productive unit of analysis for investigating conceptual learning for complex professional action (and action more broadly). By extending ideas on conceptual and material blending, it shows that a multimodal blending perspective can offer a generative analytical approach for researching how people construct actionable conceptualisations. The article illustrates this by tracing how some pre-service (student) teachers enact formal disciplinary and pedagogical concepts during lesson design meetings. It concludes by outlining eight features that characterise pre-service teachers' work constructing actionable conceptualisations and discusses the main theoretical, methodological and practical implications.

Source: Learning, Culture and Social Interaction - February 21, 2020 Category: Psychiatry & Psychology Source Type: research