RAPPORT
WWW.RECORDINGACHIEVEMENT.ORG
Issue 1 (2015)
professional identity and perceived competence
(of themselves or by others). If they are simply
task-orientated, or if their ‘student identity’ is
extrinsically and instrumentally driven through an
assessment mind-set rather than a learning mindset, this learning might be missed.
CoP highlights the value of informal learning
within practice. Since the focus is not upon ‘critical
incidents’ as many models of reflective practice
encourage, students can be alerted to learning
that appears to be more routine. Through
conscious reflection on tacit learning, issues not
previously considered worthy of reflection may
become explicit. It is also noteworthy to recognise
that some learning may happen that is beyond
consciousness,
in
the
way
Bourdieu
conceptualises habitus for example (Bourdieu
1984, 1986). Universities could re-conceptualise
(theoretically or in practice) interactions with
workplace settings through the boundary
dimensions of co-ordination, transparency, and
negotiability where more ‘active’ brokering by
placement supervisors might add value to the
experience for students, academics and the
workplace (Wenger, 2000; Galipeau and Trudel,
2006).
Students might be encouraged to consider the
concept of LPP in a variety of contexts in their
personal and professional lives. These insights
might be of use to students when they work
infrequently within organisations (Roberts 2006),
work with new colleagues, change teams, change
organisations or change careers. The HZY