Toward a pedagogy for professional noticing: Learning through observation

Rooney, Donna ORCID: https://orcid.org/0000-0001-7668-0936 and Boud, David ORCID: https://orcid.org/0000-0002-6883-2722 (2019) Toward a pedagogy for professional noticing: Learning through observation. Vocations and Learning . ISSN 1874-785X (Published online first) (doi:10.1007/s12186-019-09222-3)

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Abstract

A necessary skill that underpins all professional practice is noticing that which is salient. Noticing can be learned directly and indirectly through a variety of campus-based and placement activities. This paper suggests that developing a capacity for noticing is under conceptualised and underdeveloped in courses preparing students for the professions. It discusses three aspects of noticing: noticing in context, noticing of significance and noticing learning, and explores the use of these through a case study of simulation in nursing education. The case study points to the importance of close attention to the circumstances in which noticing can be fostered and, in doing so, points toward the potential of developing a pedagogy of professional noticing.

Item Type: Article
Research Areas: A. > Work and Learning Research Centre
Item ID: 27159
Notes on copyright: This is a post-peer-review, pre-copyedit version of an article published in Vocations and Learning. The final authenticated version is available online at: https://doi.org/10.1007/s12186-019-09222-3
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Depositing User: David Boud
Date Deposited: 19 Jul 2019 07:48
Last Modified: 19 Jul 2019 08:53
URI: https://eprints.mdx.ac.uk/id/eprint/27159

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