<p>In an environment, demanding both innovation and flexibility, higher requirements of competitiveness and productivity is a necessity. Changed conditions of today's working situations have resulted in an actualization of new ways and methods of working. This has contributed to a development of participating working processes in form of groups and teams. The purpose of these communal working processes is that they ought to result in an increased knowledge and understanding among the group members which in turns will generate positive results in the daily work. This drives the search for new knowledge and development possibilities to handle these changed working processes. This contributes to that learning has become one of the most essential questions as a prerequisite to be able to meet these increasing demands of further development and improvements in the working life. When and how we are learning have become key questions in today's working life and what positive and negative effects these new learning processes results in. Thus, a focus on a communal learning has been actualized which have enthused the content of this study. This, in the purpose of elucidating how representatives in authentic working conditions experiences the appliance of a communal learning in relation to how this is described in the field of pedagogy as a branch of knowledge. This is done to investigate if there is a distinction between how representatives in authentic working conditions apprehend communal learning and how researchers use their theoretical conceptions.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:oru-939 |
| Date | January 2006 |
| Creators | Törnkvist, Cecilia |
| Publisher | Örebro University, Department of Education |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
Page generated in 0.0015 seconds