Identity, tools and existential spaces

Abstract

In this article I investigate the emergence of existential spaces during collaborative team work and learning practice. Within Advanced Heart Failure (AdHF) medical training and care I show how participants engage simultaneously in multiple synchronous activities of patient care and teaching and learning and how they make meaning across these spaces about what it means to be/become a learner, and practitioner-developing practice-linked identities (Nasir & Hand, 2008), as moment-to-moment oscillating synchronous identities. Building on Heidegger's ontological structures of world and care, I develop an operational definition of existential spaces. In the social context of teaching and learning in practice where asymmetrical power and knowledge distribution situations are in place, it is important to understand how the negotiation of different identities through these spaces can be safely operated to support learners develop practice-linked identities. Through a microethnographic multimodal analysis I make visible at the interactional level the phenomenon of negotiating through these spaces, expanding Heidegger's concept of breakdown to a social activity initiated in order to teach novel form of practice and to support the Other to safely develop an identity congruent and integrated with others.

Practitioners’ Noticing and Know-How in Multi-Activity Practice of Patient Care And Teaching and Learning

“…Discussing Ensley's situation awareness model (1995) in the context of teachers' noticing, Miller (2011) argues that the capacity to perceive and understand elements in an environment as meaningful and project their possible development in COGNITION & INSTRUCTION 8 the coming actions for decision making, seems to overlap with aspects of van Es & Sherin's (2002) definition of noticing. We argue that "situation awareness" and similar cognitive operations of "situation monitoring" and "team monitoring" (Marks & Panzer, 2004) included in the ACGME as important skills to develop (Alonso et al, 2006;Salas & Frush, 2012;Salas, Sims, & Burke, 2005) do not require the day-to-day relational pedagogical skills to support students' intellectual and personal growth in a safe space and in a multiactivity space (Raia 2018) such as the one we find in our study. A more nuanced and complex capacity to navigate the teaching and learning and patient care activities is required.…”

“…For the teachers, these are encountered in the interactional spaces of the classroom and, for the medical professionals in teaching hospitals, these are encountered in patient care and teaching in practice. To expand our understanding of practitioners' noticing, we add two new dimensions: (1) we consider noticing a relational ability because both teachers and medical professionals have to attend to, and care for the Other (e.g., students and/or patients) (Noddings, 1988(Noddings, , 2013Raia, in press;Raia & Deng, 2015); both have to attend to the interactions of the persons they care for with other professionals, for example in training novices of the practice (Raia, 2018); (2) we study noticing in practice within participants' embodied, situated interactions (Goodwin, 2017;Hall & Stevens, 2015) showing how participants in the Advanced Heart Failure (AdHF) team display their understanding of what it means to be a competent practitioner and what counts as a relevant practice of noticing.…”

“…During the heart biopsy procedure, the participants, i.e., Patient (who is awake), Fellow (AdHF cardiologist in training), Attending (senior AdHF cardiologist) and Nurse, engage in concurrent activities: (a) teaching and learning in advanced graduate medical education; and (b) patient care (Raia, 2018). It is during multi-activity that learning to participate in the specific activities of a community of practice intersects with the practitioner's developing the ability to notice.…”

“…Based on her Relational Ontology framework, Raia (2018) argues that while it is important to consider the complexity of the different streams of action that participants engage in a multiactivity practice, it is essential to consider the purpose of each activity, that is, teaching and learning and caring for another, because the purpose of each activity defines an existential space.…”

Managerial Communication System for the Operation of Learning Acceleration Programs

“…In State Senior High School 3 Surakarta, the mixture of communication consisting of socialization, personal selling, sales promotion, and community relations are being interrelated with one another. Nevertheless, each component also stands as its system (Raia, 2018). Socialization stands as a system and has subordinate components, as well as personal sales, sales promotions, and public relations.…”