Analysing trajectories of professional learning in changing workplaces

Harry Daniels

OAI: oai:purehost.bath.ac.uk:openaire_cris_publications/ef136eac-7178-44e8-ba15-92e4f79a137d • DOI: https://doi.org/10.1177/1354067X11408137

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.

interagency Bernstein analysis of communicative action children's services professional learning vygotsky