ABSTRACT

Purpose: Extension workers’ knowledge and competencies are fundamental to a successful practice. Most academic literature focuses on how to train extension workers, but neglects how complex their learning processes are. This article contributes to the topic by describing and analyzing extension workers’ sources of knowledge and learning.

Design/Methodology/approach: Twenty-four interviews and six focus groups were conducted with 56 extension agents working at the two most important Argentine extension institutions. Records were transcribed and categorized using Atlas.Ti software, and results were analyzed drawing on learning theories such as ‘Theory of Action,’ ‘Experiential Learning’ and ‘Communities of Practice.’

Findings: Scholars and institutions tend to neglect informal learning processes that take place spontaneously in the context of practice, such as learning from experience and from peers. Exchange among peers and graduate studies play a key role in connecting different learning sources and facilitating reflection on practice processes.

Practical implications: Institutions could contribute to the development of extension workers’ competencies by facilitating and institutionalizing informal learning, particularly horizontal exchange among peers, networking between practitioners from different units or territories, and mentorship.

Theoretical implications: The different knowledge and learning sources interact, complement and generate synergies between them. These processes allow for the exchange and co-creation of knowledge. Critical reflection on practice contributes to the implementation of innovative extension strategies.

Originality/Value: This article characterizes extension workers’ sources of learning and knowledge and describes how they interact. Informal learning sources have usually been neglected by academic literature on the topic.

摘要

目的：推广人员的知识和能力是成功实践的基础。大多数学术文献集中于如何培训推广人员，却忽略了他们的学习过程有多复杂。本文通过描述和分析推广人员的知识和学习资源，为该主题做出了贡献。

设计/方法/方法：与在阿根廷最重要的两个推广机构中工作的56名推广人员进行了24次访谈和六个焦点小组。使用Atlas.Ti软件对记录进行转录和分类，并根据学习理论（例如“行动理论”，“体验式学习”和“实践社区”）对结果进行分析。

调查结果：学者和机构往往忽略非正式的学习过程，这些过程是在实践的背景下自发发生的，例如从经验和同伴中学习。同伴和研究生学习之间的交流在连接不同的学习资源和促进对实践过程的思考方面起着关键作用。

实际意义：机构可以通过促进和制度化非正式学习，特别是同伴之间的横向交流，来自不同单位或地区的从业者之间的联网以及指导，来为推广人员的能力发展做出贡献。

理论意义：不同的知识和学习资源相互影响，相互补充并产生协同作用。这些过程允许知识的交换和共同创造。对实践的批判性思考有助于实施创新的扩展策略。

原创性/价值：本文描述了推广人员的学习和知识来源，并描述了他们如何互动。关于这一主题的学术文献通常忽略了非正式的学习资源。