Teaching as Pedagogical Praxis

Kemmis, Stephen; Edwards‐Groves, Christine; Jakhelln, Rachel; Choy, Sarojni; Wärvik, Gun-Britt; Torkildsen, Lisbeth Gyllander; Arkenback-Sundström, Charlotte

doi:10.1007/978-981-15-6926-5_5

Cited by 9 publications

(4 citation statements)

References 34 publications

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“…Informed by Kemmis et al ’s (2020, p. 107) conceptualisation of teaching and learning as ecologically interdependent, a service encounter (i.e. service practice) is understood as co-produced by the cashier’s selling practice and the customer’s purchasing practice (see Figure 1).…”

Section: Methodsmentioning

confidence: 99%

A century of retail work training: changes in employers’ instructional video modelling of cashier work in service encounters

Arkenback,

Lundin

2023

JWL

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PurposeThis paper aims to examine how instructional videos produced by retail employers and tech companies have modelled cashier roles and skills in service encounters over time, providing insights into cashier training and job responsibility evolution across different retail eras.Design/methodology/approachOnline video research is used, with YouTube as data source and the theory of practice architectures and related concepts as analytical framework, to examine 50 instructional video narratives produced between 1917 and 2021.FindingsCashiers’ selling practice comprises transactions and customer service, which are often taught separately. Technology has explicitly influenced changes in cashier work and training at three points in history: mechanised checkout (1917), computerised checkout (1980) and connected checkout (2010). “New technology” involves a combination of arrangements with the potential to transform the semantic, physical and social dimensions of cashiers’ selling practice. However, despite technological advancements, employers’ cashier training videos have not evolved significantly since the 1990s and still focus on emotional labour skills.Practical implicationsThe findings indicate a need for transforming training for service work in the connected service encounter.Originality/valueThe relationship between technological innovations and changes in frontline service work and workplace learning is examined through the lens of instructional videos produced by retail employers and tech companies, giving rise to insights into limitations of current training methods for service workers. This paper suggests the need for a more holistic perspective on service encounters to understand service work and workplace learning changes.

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Section: Methodsmentioning

confidence: 99%

A century of retail work training: changes in employers’ instructional video modelling of cashier work in service encounters

Arkenback,

Lundin

2023

JWL

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Section: Introductionmentioning

confidence: 99%

“…The situatedness of learning and practices means that the sayings, doings, and relatings occur in an intersubjective space, where the person and the site are inextricably linked [ 10 , 12 ]. As such, the TPA acknowledges that individuals come to practice with their own projects and ways of practice [ 12 ]. This is useful because of the role that individuals and their own personal epistemologies have in determining how, whether and what practices for learning are engaged with [ 2 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

“…To date, the TPA has been used primarily in educational contexts to investigate the practices of teacher education and teaching from early childhood through to special education and teaching in vocational and tertiary education, instructional leadership, and curriculum renewal [ 12 , 15 , 16 , 17 , 18 , 19 , 20 , 21 ]. Outside of teacher education, the TPA has been used to understand nursing education and practice, simulation in health professions education, research practices, climate change, and engineering education [ 5 , 22 , 23 , 24 ].…”

Section: Introductionmentioning

confidence: 99%

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Placement Architectures in Practice: An Exploration of Student Learning during Non-Traditional Work-Integrated Learning in Rural Communities

Green

Hyde

Barry

et al. 2022

IJERPH

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Background: Work-integrated learning (WIL) in rural communities provides students with important learning opportunities while also providing a service to those communities. To optimise the potential benefits of work-integrated learning for health students and rural communities it is important to explore the practices and outcomes of these experiences. Methods: This study used a qualitative research design underpinned by the theoretical framework of Theory of Practice Architectures to examine the way students learn during these placements. Purposive sampling was used to identify students for participation in the study. Seven students from the disciplines of paramedicine, physiotherapy, and speech pathology participated in semi-structured interviews. Data were analysed using inductive thematic analysis. Results: The learning described by the students was examined, followed by a critical interrogation of the data to assess how these learnings and associated practices were made possible given the site-specific practice architectures. The findings of the research are represented by three themes: learning affordances related to placement design, learning through relationships between people and professions, and learning through rural embeddedness. Conclusion: Being embedded in rural communities gave the students access to several arrangements that fostered learning, particularly through the sayings, relatings and doings that the students engaged with. This research demonstrates the transformative potential of rural WIL opportunities for learning and future rural practice.

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The Theory of Practice Architectures: Practices

Kemmis

2022

Springer Texts in Education

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Teaching as Pedagogical Praxis

Cited by 9 publications

References 34 publications

A century of retail work training: changes in employers’ instructional video modelling of cashier work in service encounters

A century of retail work training: changes in employers’ instructional video modelling of cashier work in service encounters

Placement Architectures in Practice: An Exploration of Student Learning during Non-Traditional Work-Integrated Learning in Rural Communities

The Theory of Practice Architectures: Practices

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