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• W2298453760 abstract "As a practitioner involved in the planning and development of educational activities in the fieldof public health, I have worked within many pedagogical traditions and program parameters.Through this work, I have experienced both subtle and radical shifts in the range of skills,knowledge and relationships required to collaboratively plan and evaluate educational work. In thisprofessional and community-based landscape, competing and often overlapping models ofeducation and evaluation have led to much conceptual confusion and ambiguity around narrowlydefined notions of best practice, evidence and knowledge legitimacy.Drawing from Dorothy Smith’s (1999) standpoint theory from which my inquiry was developed asa result of my participation with colleagues in the field, I explore how three professional practicenetworks of learning and development practitioners speak of the skills, knowledge, relationshipsand worker identities in a changing field. This research seeks to explicate the kinds of informal andlargely unarticulated knowledge that is produced through the changing contexts of work.This research maps the changing conditions of educational work through my own case stories ofeducational practice and uses these as a springboard for discussion among three diverseprofessional practice networks. The Story/Dialogue Method (S/D-M) developed by Labonte andFeather (1996), is a constructivist methodological approach that, in this application, structuresgroup dialogue into reflective insights and theories about how educational work occurs in variedsettings among different professional and community-based groups.A strong reliance on interpersonal skills was articulated by all three networks to build trust, assessindividual and organisational learning needs, to build partnerships and to motivate learners. Skillswere often described vaguely and summarised as a series of situational specific attributes. A valuingof reflexive, working knowledge as opposed to professional or discipline-based expertise was raisedas an important aspect of partnership building and in negotiating program parameters. The need tobuild individual and organisational relationships through formal and informal encounters was citedas a series of legitimate yet often ‘behind the scenes’ professional practices. Aligning with thenotion of worker identity described by Chappell, Rhodes, Solomon, Tennant and Yates (2003) asprocess, practitioners spoke of their identities as constructed and temporary, negotiated throughnewly emerging roles and changing relationships with peers and learners.This study suggests that evidence-based practice is a contested term drawing its meanings frommultiple theoretical and pedagogical traditions including that of intuition. Perhaps unsurprisinglythen, evidence guiding educational approaches is viewed as a pragmatic and eclectic mix of toolsstored to be adapted for use in new ways. Additionally, this study concludes that all participants(including myself) regard educational…" @default.
• W2298453760 created "2016-06-24" @default.
• W2298453760 creator A5047585797 @default.
• W2298453760 date "2006-01-01" @default.
• W2298453760 modified "2023-09-23" @default.
• W2298453760 title "It's like having to trade on the personal : changing work, changing identities of public health learning and development practitioners" @default.
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