Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Professional practice as processes of muddling through: a study of learning and sense making in social work
Linköpings universitet, Pedagogik och sociologi.ORCID iD: 0000-0001-6784-0133
2015 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 8, no 1, p. 95-113Article in journal (Refereed) Published
Resource type
Text
Abstract [en]

Using an ethnographic approach, the aim of this study was to explore how social workers learn and make sense of experiences in their daily practices. Five events that took place during an ordinary day of child investigation work are described and serve as the basis for the analysis. The findings imply that investigation work is largely a social rationalization process and that the interaction between different actors in work is a strategy to enhance the level of knowledge and contribute to learning among the professionals. Thus, learning is embedded in daily activities, for example, consulting colleagues, framing problems and building relationships. Furthermore, the findings suggest the possibility of assuming a contextualized view of reasoning, a so-called contextual rationality, which maintains that practitioners need to make judgments in a way that is sensitive to and relevant for their own contextualized settings. Contextual rationality is a reasonable strategy to deal with complex problems in daily practices that cannot be completely analysed or solved. Contextual rationality is thus not about accuracy, rather it engages individuals to find meaning and order in the complexity of modern organizations where norms, values and expectations provide frameworks for explanations. Besides offering an explanation for the basis of practice, the study identifies a variety of learning opportunities in everyday practice that could potentially be used in efforts to organize a more reflective practice to facilitate improved workplace learning.

Place, publisher, year, edition, pages
Springer , 2015. Vol. 8, no 1, p. 95-113
Keywords [en]
Workplace learning, Sense making, Professional work, Contextual rationality, Evidence-based practice
National Category
Work Sciences
Identifiers
URN: urn:nbn:se:hj:diva-31192DOI: 10.1007/s12186-014-9123-yISI: 000352484400005Scopus ID: 2-s2.0-84940007800OAI: oai:DiVA.org:hj-31192DiVA, id: diva2:951515
Available from: 2015-03-11 Created: 2016-08-09 Last updated: 2017-11-28Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopusErratum

Authority records BETA

Avby, Gunilla

Search in DiVA

By author/editor
Avby, Gunilla
In the same journal
Vocations and Learning
Work Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 24 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf