Knowledge Creation: The Reflexivity of Hybrid Systems
At the end of Part II, it was clear that the translation and creation of knowledge was a key element in the learning of practitioners. Tracking what was happening in the learning spaces produced by the SQH and the CT programmes showed that the transposition of knowledge through constant acts of re-contextualisation was a recurring feature of these systems. It was a process that accompanied the movement and interaction of people and things from space to space. In order to explore these issues a little further, this chapter examines how knowledge was exchanged, moved and transformed over a period of 5 years in the system created by the performance of the Chartered Teacher programme at Stirling.