Lærende kortlægning – læring mellem forskning og praksis: Learning mapping – Learning between research and practice

Peter Hagedorn-Rasmussen*, Anita Mac, Henrik Lambrecht Lund, Pelle Korsbæk Sørensen, Rikke Thomsen

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

The article argue that the more practitioners is involved in exploring and defining issues in their working lives, the better the opportunities for constructing relevant understandings and action competencies. We have developed the method learning mapping, departing from action research and pragmatic learning theory. The method contrasts traditional expert-driven approaches of mapping the socio-psychological work environment, that define issues in an abstract and decontextualized way. Learning is created transactionally in the meeting between research and work practices, in which participants’ experiences and knowledge are brought into perspectives and is disrupted by means of research-based work environment concepts (instruments). By creating disruptions and critically exploring existing experiences, new insights and meaning content are created for both the participants and the researchers. These are insights that would not be conceived with the same contextual depth by means of traditional methods of data collection. The methodological design implies perspective conversations, statement cards and mirroring. Through analysis of one of 17 cases in a collaborative project between RUC and regional workplaces, it is shown exemplary which processes, insights and reconstructions of problem understandings are established. Finally, the strengths and challenges of learning mapping are discussed.
Original languageDanish
JournalForskning og Forandring
Volume4
Issue number2
Pages (from-to)1-22
DOIs
Publication statusPublished - 22 Dec 2021

Keywords

  • Action research
  • Pragmatism
  • Psychosocial work environment

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