Titlebook: Expansive Learning in Professional Contexts; A Materialist Perspe Christian Beighton Book 2016 The Editor(s) (if applicable) and The Author

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Gautham Krishnamurthy,Rajesh Guptae question of why such an index might be needed, before describing four parameters of organizational learning that such an index might help to highlight. In the third, final section, I discuss the challenges to such a research tool, stressing the tensions inherent to organizational contexts.

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Barun Deb Pal,Vijay P. Ojha,Joyashree Roypirical and theoretical work developed in the context of Police Firearms training and makes an original contribution to the current debate across a range of professional learning settings..Its materialist perspective studies the culture and practices of this particular area in depth to bring profoun

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Bryan L. Balmadrid,Shayan Iraniarning that takes place there. After defining the concept, I discuss two different ways of understanding it: first from an organizational or top-down perspective, and second from a more organic or bottom-up point of view. In the final section, I discuss the implications of these two positions, drawi

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Lecture Notes in Computer Scienceessional learning in mind, the specific nature of expansive learning makes particular demands on research in these contexts. I discuss the need to make viable strategic choices about credible research tools on the ground, looking first at the controversial and overlapping discourses of evidence-base

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Gautham Krishnamurthy,Rajesh Guptae question of why such an index might be needed, before describing four parameters of organizational learning that such an index might help to highlight. In the third, final section, I discuss the challenges to such a research tool, stressing the tensions inherent to organizational contexts.

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Karthik Raichurkar,Sonal AsthanaThis chapter concludes that expansive learning forms a crucial aspect of a practitioner’s development and growth of their own professionality. It encourages active engagement through asking what can be done rather than what should be done to reach a more mature professional practice.