Mapping knowledgeability and learning trajectories: insights from narratives of trainees in group psychotherapy

Purpose Framing communities of practice (CoPs) as contexts for learning and identity formation, this study examines the varied group experiences of psychoanalytic trainees. This study aims to understand what, where and how these professionals learn across their landscapes of practice. Design/methodology/approach Semi-structured interviews were conducted with 10 psychologists enrolled in the final years of a psychotherapy graduate program, based in Rome, Italy, between September and December 2020. Findings The study shows how professionals’ landscapes of practice emerge from a variety of group experiences – such as family, sports and friendships – which contribute to the development of professional stances, competencies and repertoires. Findings illustrate that workplace learning and individual knowledgeability are not limited to institutional or formal learning environments but instead occur dynamically across various CoPs. Workplace settings frequently act as repositories for these diverse learning experiences, emphasizing the significant role of life events in shaping professional identity and expertise. Research limitations/implications This study has several limitations. First, it is based solely on interviews with respondents from one educational organization and a single community of practice. To broaden and deepen the understanding of both organizational and learning dynamics, future research could explore different contexts and adopt a mixed-method approach in other countries. Practical implications The results offer practical insights into how organizations, educational settings and workplaces can benefit from valuing learning that emerges from students’ and novices’ diverse landscapes of practice. These range from “narrative opportunities” – i.e. opportunities to narrate and integrate one’s previous learning experiences into the workplace – to “reflexivity workshops” on workplace learning, which are educational experiences that allow individuals to reflect on their approach to learning (where they have acquired specific knowledge, what gaps exist in their learning) to gain a deeper understanding of its professional application. Originality/value Contributions come from professionals who, owing to their expertise, are particularly focused on reflecting on group learning. These insights illustrate how even the most unconventional learning experiences, often not traditionally seen as instructive, possess transformative potential as valuable learning opportunities for workplace applications.