Professional knowing-in-practice: rethinking materiality and border resources in telemedicine
This chapter argues that research in and the organization of and support for early career professional learning would benefit from an apprenticeship turn to enable the development of more overt and robust forms of socio-material support for professionals in contemporary workplaces. It also argues the positioning and treatment of apprentices in an organization provides a valuable window on its understanding of the workplace as a learning environment. As a model of learning, apprenticeship is formed by the interrelationship of pedagogical, social and institutional characteristics which provide the affordances to enable the apprentice to grow as an individual through contributing to and benefitting from the collective endeavor of the workplace. The central tension rests in finding the right balance between engaging the apprentice in productive work and allowing time for reflection and the learning of theories and concepts that underpin occupational practice.