Collaborative learning as a travelling practice: how practices of learning 'travel'

Hardy, Ian, Edwards-Groves, Christine and Ronnerman, Karin (2012) Collaborative learning as a travelling practice: how practices of learning 'travel'. Educational Practice and Theory, 34 2: 5-22. doi:10.7459/ept/34.2.02

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Author Hardy, Ian
Edwards-Groves, Christine
Ronnerman, Karin
Title Collaborative learning as a travelling practice: how practices of learning 'travel'
Journal name Educational Practice and Theory
ISSN 1323-577X
Publication date 2012
Sub-type Article (original research)
DOI 10.7459/ept/34.2.02
Open Access Status
Volume 34
Issue 2
Start page 5
End page 22
Total pages 18
Place of publication South Melbourne, Vic., Australia
Publisher James Nicholas Publishers
Collection year 2013
Language eng
Abstract Drawing on cases of teachers' collaborative learning from Sweden and Australia, this paper explores how practices of collaborative learning come about or `travel' within and between schooling sites. The paper describes collaboration as a learning practice arising from specific conditions which influence relevant stakeholders in pre-schools, schools and school systems. After Schatzki (2002) and Kemmis and Grootenboer (2008), we argue these learning practices are the result of a continuous process of unfolding and evolving projects characterised by distinctive language, activities and relationships - all of which shape and are shaped by the conditions under which they transpire. Specifically, the paper reveals how such learning practices are the product of how stakeholders' language, activities and relationships in different parts of schooling organisations `hang together' in the spatio-temporal domain. Such learning practices are also revealed as creating conditions productive of substantive educational improvement. The paper identifies some of the necessary conditions which enable productive collaborative learning practices to be taken up in schooling settings.
Keyword Practice theory
Travelling practices
Learning practices
Teacher professional development
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
School of Education Publications
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Created: Tue, 11 Jun 2013, 15:42:07 EST by Claire Backhouse on behalf of School of Education