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, 12
(3)
.
pp. 441-457.
ISSN 1874-785X
[Article]
(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 |
| Useful Links: | |
| Depositing User: | David Boud |
| Date Deposited: | 19 Jul 2019 07:48 |
| Last Modified: | 29 Nov 2022 18:48 |
| URI: | https://eprints.mdx.ac.uk/id/eprint/27159 |
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