Daniels, H., 2011. Analysing trajectories of professional learning in changing workplaces. Culture & Psychology, 17 (3), pp. 359-377.
In order to study the mutual shaping of action and institutional setting there is a need for a method of analysing data which provides a window on the contingent and sequential emergence of new ways of thinking and speaking in specific institutional contexts. This paper addresses this challenge through a consideration of the developments that were made during a 4-year study of professional learning in settings which were subject to new legal requirements for multiagency working in children's services in England.
|Item Type ||Articles|
|Uncontrolled Keywords||interagency, bernstein, analysis of communicative action, children's services, professional learning, vygotsky|
|Departments||Faculty of Humanities & Social Sciences > Education|
|Research Centres||Centre for Socio-cultural and Activity Theory Research (CSAT)|
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