Learning Across Communities of Practice: An Examination of Multidisciplinary Work
Learning Across Communities of Practice: An Examination of Multidisciplinary Work
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跨实践社区的学习：对多学科工作的检验
DOI：
10.1111/j.1467-8551.2009.00684.x
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
S. Dawson
中科院分区：
文献类型：
--
作者：
E. Oborn;S. Dawson
实践社区（cop）已被确定为重要的学习场所。新手向大师学习，同时参与现场实践，成为社区的核心成员。实证研究强调了跨cop学习的困难，尽管很少有研究专门研究在这种多学科背景下学习如何发展。我们研究了当不同cop的成员，在这种情况下是不同的癌症专家，被要求作为一个正式组成的多学科团队聚集在一起时发生的学习过程，并建立多学科合作作为决策和行动的基础。我们的论文强调，虽然cop中的学习是通过重复、获得合法性和实现精通而发展的，但在多学科背景下的cop学习强调了协商和拓宽意义的关键边界过程。因此，多学科合作不是要学习彼此的谈话，而是要学会在这个新的舞台上说话。我们确定了三种促进缔约方会议学习的做法：组织讨论、承认其他观点和挑战假设。我们还讨论了通过经纪人和使用边界对象促进多学科工作的边界过程。
Communities of practice (CoPs) have been identified as important sites of learning. Novices learn from masters whilst participating in situated practice and becoming more central members of the community. Empirical studies highlight the difficulty of learning across CoPs, although few studies specifically examine how learning develops in such a multidisciplinary context. We examine the processes of learning occurring when members of different CoPs, in this case various cancer specialists, are required to meet together as a formally constituted multidisciplinary team, and to establish multidisciplinary collaboration as a basis for decision making and action. Our paper highlights that while learning in CoPs develops through repetition, gaining legitimacy and achieving mastery, learning across CoPs in multidisciplinary contexts emphasizes key boundary processes to negotiate and broaden meaning. As such, multidisciplinary collaboration is not so much to learn from each others' talk, but to learn to talk in this new arena. We identify three practices which facilitate learning across CoPs: organizing discussions, acknowledging other perspectives and challenging assumptions. We also discuss the boundary processes which are promoted through brokers and the use of boundary objects in facilitating multidisciplinary work.