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Billett Stephen & Somerville Margaret (2004). « Transformations at work : Identity and learning ». Studies in Continuing Education, vol. 26, n° 2, juillet, p. 309–326. ISSN 0158037X. En ligne : <http://search.ebscohost ... =fr&site=ehost-live>. 
Added by: Feyfant Annie (03 Sep 2013 13:12:34 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/158037042000225272
ID no. (ISBN etc.): {0158037X}
BibTeX citation key: Billett2004b
Categories: Enseignants
Subcategories: formation continue des enseignants
Keywords: Formation en milieu de travail
Creators: Billett, Somerville
Collection: Studies in Continuing Education
Views: 2088/2319
Views index: 25%
Popularity index: 6.25%
URLs     http://search.ebsc ... fr&site=ehost-live
Abstract     
This paper examines how identity and learning are constituted and transformed at work. Its central concern is how individuals engage agentically in and learn through workplace practices, and in ways that transform work. Drawing upon recent research into work and participation in workplaces, the negotiated and contested relationship between workplace practices and individuals' identity and intentionality, and learning is illuminated and discussed. For instance, aged care workers and coal miners acquire work injuries that are almost emblematic of their work identity. Only particularly dramatic events (i.e. serious illness or workplace accidents) wholly transform their identity and views about work practice—their subjectivities. However, it is through the agentic actions of these individuals that workplace practices can be transformed. Yet individuals' agentic action is not necessarily directed to the abstracted and de-contextualized economic and civic goals privileged in lifelong learning policies. Instead, there is relational interdependency between the individual and work that can act to sustain or transform both self and their work. Individuals' agentic action is exercised within these relations in ways directed by their subjectivities. So these relations and that agentic action have policy and practice implications for the conduct of work and learning through and for work.
Added by: Feyfant Annie  
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