Toward a Pedagogy for Professional Noticing: Learning through Observation

Rooney, D; Boud, D

Toward a Pedagogy for Professional Noticing: Learning through Observation

Rooney, D

Boud, D

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Publication Type:: Journal Article
Citation:: Vocations and Learning, 2019, 12 (3), pp. 441 - 457
Issue Date:: 2019-10-01

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Field	Value	Language
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.date.available	2021-08-12T19:00:59Z
dc.date.issued	2019-10-01	en_US
dc.identifier.citation	Vocations and Learning, 2019, 12 (3), pp. 441 - 457	en_US
dc.identifier.issn	1874-785X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/133875
dc.description.abstract	© 2019, Springer Nature B.V. A necessary skill that underpins all professional practice is noticing that which is salient. Noticing can be learned directly and indirectly through a variety of campus-based and placement activities. This paper suggests that developing a capacity for noticing is under conceptualised and underdeveloped in courses preparing students for the professions. It discusses three aspects of noticing: noticing in context, noticing of significance and noticing learning, and explores the use of these through a case study of simulation in nursing education. The case study points to the importance of close attention to the circumstances in which noticing can be fostered and, in doing so, points toward the potential of developing a pedagogy of professional noticing.	en_US
dc.relation.ispartof	Vocations and Learning	en_US
dc.relation.isbasedon	10.1007/s12186-019-09222-3	en_US
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Toward a Pedagogy for Professional Noticing: Learning through Observation	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	12	en_US
utslib.for	130108 Technical, Further and Workplace Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	12	en_US

Abstract:

© 2019, Springer Nature B.V. A necessary skill that underpins all professional practice is noticing that which is salient. Noticing can be learned directly and indirectly through a variety of campus-based and placement activities. This paper suggests that developing a capacity for noticing is under conceptualised and underdeveloped in courses preparing students for the professions. It discusses three aspects of noticing: noticing in context, noticing of significance and noticing learning, and explores the use of these through a case study of simulation in nursing education. The case study points to the importance of close attention to the circumstances in which noticing can be fostered and, in doing so, points toward the potential of developing a pedagogy of professional noticing.

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http://hdl.handle.net/10453/133875