20 April 2019: This is the NEW deadline for submission of papers to the 4th International Conference on Professional Practice, Education and Learning (ProPEL2019). The main theme of the conference this year is Provocations and Possibilities. We are particularly keen to shine a light on the unspoken, unseen, unasked and intangible during this conference. We invite you to uncover and examine these… Read more →
A quick note to let everyone know that the next International ProPEL conference will be Mon Dec 9 to Wed Dec 11/2019 hosted by University of Technology Sydney (UTS) in Sydney Australia. Pre-conference drinks and a welcome on Dec 8/2019. More details to come in the next month including confirmation of keynote speakers and conference themes. We look forward to… Read more →
In a recent research project, I interviewed 20 practicing further education college lecturers about their experiences in initial teacher education programmes. The point of the interviews was to try and understand how the early ‘training’ (a contentious term, but still widely used in the further education sector in the UK) had impacted on their engagement with, and choices of, continuing… Read more →
One of the most enjoyable yet mind-bending challenges during my thesis work has been getting to grips with the powerful terms and vocabulary used in actor-network (ANT). I liken this experience to learning a new language, like French. For the first few years as a post-grad in the School of Education, I spoke ineloquent Franglais. Now, in the final draft… Read more →
When interviews are conducted, there is the assumption that the researcher is receiving information from the interviewee. The interview is a staged conversation that will be interpreted by the researcher, who is sometimes placed in a position of superior knowledge. The outputs of an interview are usually a recording and some kind of transcript that is then interpreted by the… Read more →
In a recent blog post (Dec 2016), “No Wall to Lean On”, published on the Allegra Lab site, I wrote about a BC/Newton funded researcher workshop I attended in London. The research workshops initiated collaboration with a group of Turkish activist academics and colleagues from Queen’s University, Belfast, researching issues pertaining to refugees and migrants. We were coming together to… Read more →
posting by Terrie Lynn Thompson & Cathy Adams Digital technologies have been catalyzing a seemingly endless series of shifts and adjustments to our professional and personal worlds. Few are immune. Educators grapple with one-to-one laptop classrooms, mobile learning, and learning analytics. Healthcare professionals depend on an increasingly vast… Read more →
Simulation pedagogies are uncanny. For centuries, medical students, nurses and midwives have learned about caring for the humans by studying with an uncanny double of the human body: simulated bodies that replicate the human form in wood, stone, ivory, wax, cloth or plastic. Recently, however, the focus on simulated learning in healthcare professions is placed on making the simulated scenario… Read more →
Monika Nerland is a keynote speaker at the upcoming ProPEL conference. The title of the 2017 conference is Professional practice, learning and education: social and material entanglements. In this blog posting, Monika draws on social and material engagements with “paper work” and texts within professional work, to invite readers to expand conceptions of how one studies and questions the… Read more →
This is a post from Paul Cairney, outlining notes for his talk to the Scottish Government during its evidence and policy week. The talk’s abstract is as follows: A key aim in government is to produce ‘evidence based’ (or ‘informed’) policy and policymaking, but it is easier said than done. It involves two key choices about (1) what evidence counts… Read more →