Researchers are learners too: colloboration in research on workplace learning

Abstract

Research in workplace learning needs to take into account the reflexive nature of researchers’ learning. The paper explores how a research team examined their own learning and collaboration through a study of transcripts of interactions between them during planning meetings and reflections upon them. It identifies implications for collaboration and learning about workplace learning. A key finding was that experienced researchers and adult educators had difficulty legitimising a focus on their own workplace learning. This points to the problems likely to arise in getting others, who do not have a discourse of learning readily available to them, to take informal workplace learning seriously.