Examining learning in work-integrated learning (WIL) courses is complex. WIL traverses work and university spaces, which can be challenging for the way student learning is conceived, planned, supported, assessed and reported. This study strengthens our understanding of how students learn on placement by going directly to the source and observing learning unfold, in situ. Using an ethnographic methodology, this study adopts Schatzki’s (1996, 2010) practice-based lens to illuminate how students learn to embody and accomplish their assigned tasks on WIL placement. Findings suggest that students initially learn through performing an intermediary cluster of practices that enable them to orient, adapt and conform to new configurations of people, things, spaces, tools, bodies and technologies. These temporary transitioning placement practices are distinctive to WIL and take their shape within social practice arrangements. The study offers empirical evidence to ground and theorize learning for WIL curricula and support an emerging, materially-significant and entangled conception of learning on placement.

在工作整合学习（WIL）课程中检查学习情况很复杂。WIL遍历工作和大学空间，这对于构想，计划，支持，评估和报告学生学习的方式可能具有挑战性。这项研究通过直接进入源头并观察就地学习情况，加深了我们对学生如何在分班学习的理解。本研究采用人种学方法，采用了沙茨基（Schatzki，1996，2010）的实践视角，阐明了学生如何学会体现并完成分配的任务。研究结果表明，学生最初是通过进行一系列中间练习来学习的，这些练习使他们能够定向，适应和适应人，物，空间，工具，身体和技术的新配置。这些临时的过渡安置实践是WIL所特有的，并在社会实践安排中形成。这项研究为实证研究和理论学习提供了实证依据，并支持了一种新兴的，实质性的，纠结的安置学习概念。