Establishing a relational field that fosters learning processes: some tentative propositions derived from trainee experiences.

Abstract

In this article we look at the recent introduction of more relational-oriented learning principles and how they translate into practice by documenting the experiences of both trainees and instructors. It became clear that actors held different opinions and viewpoints on learning objectives and process ingredients for achieving these objectives. This divergence in opinions resulted in an "impoverished" learning trajectory. We suggest that remedying this situation implies introducing reflexivity regarding learning processes or, stated otherwise, adressing"meta-cognitions" that participants inevitably bring to the process as they affect the way in which people engage in the relational field that encompasses the learning trajectory. Despite some recent arguments in favour of a distinction between cognitive and meta-cognitive mediation, we argue for a similar approach with respect to both types of mediation. We end this article by suggesting that designing learning trajectories with this dual concern in mind might open the road to "learning to learn".