All Stories

  1. Learning and expertise in support for parents of children at risk: a cultural-historical analysis of partnership practices
  2. Practices and knowing in transnational knowledge-intensive service provision
  3. Partnership practice as collaborative knowledge work: overcoming common dilemmas through an augmented view of professional expertise
  4. Professional Practice and Learning
  5. Introduction
  6. Conclusions
  7. Using simulation to develop agile health practitioners
  8. Body/Practice book
  9. Vygotsky's ideas of learning for primary health professionals working in partnership
  10. Thinking differently about simulation in HE
  11. Body geometries in ethnography (chapter in Body/Practice book)
  12. Body/Practice Introduction (chapter from book)
  13. Conceptualising the body in professional practice (foundation chapter from Body/Practice book)
  14. Four essential dimensions of workplace learning
  15. Geography PhD and Future Academics
  16. Videos and line drawings in qualitative research
  17. Professional responsibility and signatures from a sociomaterial perspective
  18. Interprofessional learning at work from a spatial point of view
  19. Doing ethnography in teams (full book)
  20. Team ethnography: researcher reflections (chapter)
  21. Team ethnography: teamwork processes (chapter from full book)
  22. Tips for team ethnographers
  23. Doing ethnography differently within a research team
  24. Ethnography as not just a solo research practice
  25. Team ethnography: about the study and about us (chapter from book)
  26. Book review of 'Professional learning in the knowledge society'
  27. Book review of Routledge doctoral students' / supervisors' companions
  28. Learning interprofessional practice on a student-run ward
  29. Understanding learning and teaching in terms of rhythms
  30. Sustaining partnership in family nursing - practice architectures
  31. The importance of the body in ethnographic fieldwork
  32. Working in partnership with parents: the experience and challenge of practice innovation in child and family health nursing
  33. Bodies in narratives of doctoral students' learning and experience
  34. Experiencing Graduate School: A Comparative Analysis of Students in Geography Programs
  35. Working in partnership with vulnerable families: the experience of child and family health practitioners
  36. Doctoral experience and learning from a sociocultural perspective
  37. A sociocultural view of doctoral students' relationships and agency
  38. Doctoral students as journal editors: non‐formal learning through academic work
  39. Bringing the backstage into the light? Thoughts on shadowy academic practices
  40. Environmental learning (full book)
  41. Research and development for early career academics: encouraging signs, but are we talking past each other?
  42. UK high school pupils' conceptions of geography: research findings and methodological implications
  43. ‘Third spaces’: a useful developmental lens?
  44. Doctoral student experience in Education: Activities and difficulties influencing identity development
  45. Environmental learning: Introduction (chapter from full book)
  46. What Is Environmental Learning?
  47. Researching Environmental Learning
  48. Environmental learning: three lenses (chapter from book)
  49. Environmental learning: emotions and values (chapter)
  50. Environmental learning: what do students find relevant? (chapter from book)
  51. Environmental learning: conclusions, implications (chapter from book)
  52. Erratum
  53. Negotiating Viewpoints Among Students and Teachers
  54. Values in geographic education: the challenge of attending to learners’ perspectives
  55. Teaching development for doctoral students: what can we learn from activity theory?
  56. Environmental education: pupils’ perspectives on classroom experience
  57. Pupils’ Conceptions of Geography: Towards an Improved Understanding
  58. Research design and methods of data collection and analysis: researching students' conceptions in a multiple‐method case study
  59. Environmental learning (handbook chapter)
  60. Doing school-based ethnography