Tara Fenwick is Professor of Education at the University of Stirling, UK and director of ProPEL, an international network for research in professional practice, education and learning.. Her most recent book is Emerging Approaches to Educational Research: tracing the sociomaterial, with R. Edwards and P. Sawchuk (Routledge 2012). Monika Nerland is Professor of Education at the University of Oslo, Norway. She has led several research projects focusing on leraning and knowledge development in different professions. She recently co-edited the book Professional Learning in the Knowledge Society, with K. Jensen and L.C. Lahn (Sense 2012).

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• Professional knowing, work arrangements and responsibility: new times, new concepts?Tara Fenwick, University of Stirling and Monika Nerland, University of OsloSection1: Reconceptualising Professional Knowing Professional knowing-in-practice: rethinking materiality and border resources in telemedicine Silvia Gherardi, University of Trento, Italy Learning through epistemic practices in professional work: examples from nursing and engineering Monika Nerland and Karen Jensen, University of Oslo, Norway The doctor and the blue form: learning professional responsibilityMiriam Zukas, Birkbeck, University of London andSue Kilminster, Leeds Medical Education Institute, University of Leeds Re-thinking teacher professional learning: a more than representational accountDianne Mulcahy, University of Melbourne, Australia Surfacing the multiple: diffractive methods for rethinking professional practice and knowledgeDavide Nicolini and Bridget Roe, Warwick University, UK Section II: Reconceptualising Professional Work Arrangements Nurturing occupational expertise in the contemporary workplace: an ‘apprenticeship turn’ in professional learningAlison Fuller, University of SouthamptonLorna Unwin, Institute of Education, UK A technology shift and its challenges to professional conduct: mediated vision in endodonticsÅsa Mäkitalo, University of Gotenburg, SwedenClaes Reit Engineering knowing in the digital workplace: aligning sociality and materiality in practice Aditya Johri, Virginia Tech University, USA Interprofessional working and learning: a conceptualization of their relationship and its implications for education David Guile, Institute of Education, UK Arrangements of co-production in healthcare: partnership modes of interprofessional practiceRoger Dunston, University of Technology at Sydney, Australia Section III: Reconceptualising Professional Responsibility Materiality and professional responsibility Tara Fenwick, University of Stirling, UK Developing professional responsibility in medicine: a sociomaterial curriculumNick Hopwood, University of Technology at Sydney, AustraliaMadeleine Abrandt Dahlgren, Linköping University, SwedenKarin Siwe, Linköping University, Sweden Dilemmas of responsibility for health professionals in independent practice Sarah Wall, University of Alberta, Canada Putting time to ‘good’ use in educational work: a question of responsibilityHelen Colley, Huddersfield University, UKLea Henriksson, University of Tampere, FinlandBeatrix Niemeyer, University of Flensburg, GermanyTerri Seddon, Monash University, Australia Professional learning for planetary sustainability: ‘thinking through country’Margaret Somerville, University of Western Sydney

Tara Fenwick is Professor of Education at the University of Stirling, UK and director of ProPEL, an international network for research in professional practice, education and learning.. Her most recent book is Emerging Approaches to Educational Research: tracing the sociomaterial, with R. Edwards and P. Sawchuk (Routledge 2012). Monika Nerland is Professor of Education at the University of Oslo, Norway. She has led several research projects focusing on leraning and knowledge development in different professions. She recently co-edited the book Professional Learning in the Knowledge Society, with K. Jensen and L.C. Lahn (Sense 2012).

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• Professional knowing, work arrangements and responsibility: new times, new concepts?Tara Fenwick, University of Stirling and Monika Nerland, University of OsloSection1: Reconceptualising Professional Knowing Professional knowing-in-practice: rethinking materiality and border resources in telemedicine Silvia Gherardi, University of Trento, Italy Learning through epistemic practices in professional work: examples from nursing and engineering Monika Nerland and Karen Jensen, University of Oslo, Norway The doctor and the blue form: learning professional responsibilityMiriam Zukas, Birkbeck, University of London andSue Kilminster, Leeds Medical Education Institute, University of Leeds Re-thinking teacher professional learning: a more than representational accountDianne Mulcahy, University of Melbourne, Australia Surfacing the multiple: diffractive methods for rethinking professional practice and knowledgeDavide Nicolini and Bridget Roe, Warwick University, UK Section II: Reconceptualising Professional Work Arrangements Nurturing occupational expertise in the contemporary workplace: an ‘apprenticeship turn’ in professional learningAlison Fuller, University of SouthamptonLorna Unwin, Institute of Education, UK A technology shift and its challenges to professional conduct: mediated vision in endodonticsÅsa Mäkitalo, University of Gotenburg, SwedenClaes Reit Engineering knowing in the digital workplace: aligning sociality and materiality in practice Aditya Johri, Virginia Tech University, USA Interprofessional working and learning: a conceptualization of their relationship and its implications for education David Guile, Institute of Education, UK Arrangements of co-production in healthcare: partnership modes of interprofessional practiceRoger Dunston, University of Technology at Sydney, Australia Section III: Reconceptualising Professional Responsibility Materiality and professional responsibility Tara Fenwick, University of Stirling, UK Developing professional responsibility in medicine: a sociomaterial curriculumNick Hopwood, University of Technology at Sydney, AustraliaMadeleine Abrandt Dahlgren, Linköping University, SwedenKarin Siwe, Linköping University, Sweden Dilemmas of responsibility for health professionals in independent practice Sarah Wall, University of Alberta, Canada Putting time to ‘good’ use in educational work: a question of responsibilityHelen Colley, Huddersfield University, UKLea Henriksson, University of Tampere, FinlandBeatrix Niemeyer, University of Flensburg, GermanyTerri Seddon, Monash University, Australia Professional learning for planetary sustainability: ‘thinking through country’Margaret Somerville, University of Western Sydney

Tara Fenwick is Professor of Education at the University of Stirling, UK and director of ProPEL, an international network for research in professional practice, education and learning.. Her most recent book is Emerging Approaches to Educational Research: tracing the sociomaterial, with R. Edwards and P. Sawchuk (Routledge 2012). Monika Nerland is Professor of Education at the University of Oslo, Norway. She has led several research projects focusing on leraning and knowledge development in different professions. She recently co-edited the book Professional Learning in the Knowledge Society, with K. Jensen and L.C. Lahn (Sense 2012).

Select Guide Rating

• Professional knowing, work arrangements and responsibility: new times, new concepts?Tara Fenwick, University of Stirling and Monika Nerland, University of OsloSection1: Reconceptualising Professional Knowing Professional knowing-in-practice: rethinking materiality and border resources in telemedicine Silvia Gherardi, University of Trento, Italy Learning through epistemic practices in professional work: examples from nursing and engineering Monika Nerland and Karen Jensen, University of Oslo, Norway The doctor and the blue form: learning professional responsibilityMiriam Zukas, Birkbeck, University of London andSue Kilminster, Leeds Medical Education Institute, University of Leeds Re-thinking teacher professional learning: a more than representational accountDianne Mulcahy, University of Melbourne, Australia Surfacing the multiple: diffractive methods for rethinking professional practice and knowledgeDavide Nicolini and Bridget Roe, Warwick University, UK Section II: Reconceptualising Professional Work Arrangements Nurturing occupational expertise in the contemporary workplace: an ‘apprenticeship turn’ in professional learningAlison Fuller, University of SouthamptonLorna Unwin, Institute of Education, UK A technology shift and its challenges to professional conduct: mediated vision in endodonticsÅsa Mäkitalo, University of Gotenburg, SwedenClaes Reit Engineering knowing in the digital workplace: aligning sociality and materiality in practice Aditya Johri, Virginia Tech University, USA Interprofessional working and learning: a conceptualization of their relationship and its implications for education David Guile, Institute of Education, UK Arrangements of co-production in healthcare: partnership modes of interprofessional practiceRoger Dunston, University of Technology at Sydney, Australia Section III: Reconceptualising Professional Responsibility Materiality and professional responsibility Tara Fenwick, University of Stirling, UK Developing professional responsibility in medicine: a sociomaterial curriculumNick Hopwood, University of Technology at Sydney, AustraliaMadeleine Abrandt Dahlgren, Linköping University, SwedenKarin Siwe, Linköping University, Sweden Dilemmas of responsibility for health professionals in independent practice Sarah Wall, University of Alberta, Canada Putting time to ‘good’ use in educational work: a question of responsibilityHelen Colley, Huddersfield University, UKLea Henriksson, University of Tampere, FinlandBeatrix Niemeyer, University of Flensburg, GermanyTerri Seddon, Monash University, Australia Professional learning for planetary sustainability: ‘thinking through country’Margaret Somerville, University of Western Sydney