This paper argues that the informal dimensions of practice are critical for understanding workplace learning and innovation, but have been under-theorised and under-researched. This paper aims to build on the thinking of Ellstrom (2010), Billett (2012) and Guile (2014) to account for the emergence of innovation through practice, and propose two new concepts for improving our understanding of innovation as process: “tacit pedagogy” and “entanglement”. This argument is evidenced through a recent study of team-working in a high-profile engineering company.,Qualitative interview data was collected on the informal features of organisational culture and work processes supporting innovation, and how these features intersect and interrelate with the formal features and procedures of the organisation.,Three generic modes of team-working practice are identified which, it is suggested, are likely to be associated with innovatory working, and are observable practices available to future researchers.,Productive approaches to the organisation of work processes so as to enhance practitioner learning and the potential for innovation are evidenced and evaluated.,The concepts “tacit pedagogy” and “entanglement”, intended to improve theoretical understanding of learning and innovation through practice, are introduced.

中文翻译：

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“默示教学法”和“纠缠”：基于实践的学习和创新

本文认为，实践的非正式维度对于理解工作场所的学习和创新至关重要，但理论和研究不足。本文旨在以Ellstrom（2010），Billett（2012）和Guile（2014）的思想为基础，通过实践来解释创新的出现，并提出两个新概念以提高我们对过程创新的理解：“隐性教学法” ”和“纠缠”。最近对一家知名工程公司的团队合作进行的研究证明了这一观点。定性访谈数据收集了组织文化和支持创新的工作流程的非正式特征，以及这些特征如何与形式特征相交和相互关联。组织的程序。