Article 2016

Organizational teaching and learning – a (re)view from educational science

LL
Lahn, Leif Christian
Learning Organization
Journal · Vol. 23 · Issue 5 · pp. 342-356
Abstract

Purpose: The purpose of this paper is to critically examine the dominance of the participation metaphor for learning in the literature on learning organizations and to propose a working model of the teaching organization with conceptual input from educational science and the sociology of professions. Design/methodology/approach: The paper combines theoretical critique and a selective review of literature that is relevant to the discussion of the concept “teaching organization”. Findings: Concepts referring to teaching as a systemic attribute of learning organizations are not made explicit in texts on organizational learning and knowing. Key concepts from educational science are almost completely absent from this literature. Originality/value: The paper describes elements from educational science and the sociology of professions and proposes to integrate them in a model of a teaching organization that could serve as a theoretical platform for further empirical studies. © 2016, © Emerald Group Publishing Limited.

Keywords

Author Keywords

knowledge Learning processes Learning organizations Teaching organizations

Index Keywords

Author Affiliations
Department of Education, Universitetet i Oslo, Oslo, Oslo, Norway
Funding & Acknowledgements
No funding information
References 10 References
1 Leadership Organization Development Journal, (2008)
2 Organizational Learning A Theory of Action Perspective, (1978)
3 Research in the Sociology of Organizations, (1991)
4 Bauer, Johannes, The effects of epistemological beliefs on workplace learning, Journal of Workplace Learning, 16, 5, pp. 284-292, (2004)
5 Pedagogy Symbolic Control and Identity Theory Research Critique, (1996)
6 Brandi, Ulrik, Organizational learning viewed from a social learning perspective, Handbook of Organizational Learning and Knowledge Management: Second Edition, pp. 23-41, (2015)
7 Organization Science, (1991)
8 Chrusciel, Donald, The role of curriculum in organizational significant change planning, Learning Organization, 13, 3, pp. 215-229, (2006)
9 Cook, Scott D.Noam, Bridging Epistemologies: The Generative Dance between Organizational Knowledge and Organizational Knowing, Organization Science, 10, 4, pp. 381-400, (1999)
10 Pdagogik Og Professionalitet, (1998)
Quick Actions
Full Text via DOI
Citation Metrics
3
Times Cited (Scopus)
References 10
Document Identifiers