This paper investigates how learning unfolds in poly-contextual settings. In work-related learning, boundaries between contexts have been viewed as learning resources. From the multilevel approach suggested by Akkerman and Bruining (2016), we focus on the intrapersonal level, on individuals as units of analysis. We propose an intrapersonal methodology and demonstrate it with an empirical study based on individual interviews. We combine cultural-historical activity theory understanding of an individual with Mariann Märtsin's ideas of identity construction and identity as subjective sense through multivoiced negotiations of meaning at the boundaries within the self. Our analysis demonstrates how the interviewees offered examples of identity construction that show how they rendered their being meaningful in the world in all its diversity without losing the unity of the self. Situationally dominant senses opened fields of meaning potentials with mediating semiotic devices at the boundary between the personal and the professional. The analysis points to some generalizability of sensemaking as a generic process that always operates in unique forms. Our findings suggest that exploring subjectivity from the perspective of sensemaking may contribute to research on work-related learning by addressing an object of sense making which is dialogically comprised with hybridity, multiplicity, and complexity.

本文研究了学习如何在多情境环境中展开。在与工作相关的学习中，情境之间的界限被视为学习资源。根据 Akkerman 和 Bruining（2016）提出的多层次方法，我们关注内部层面，将个体作为分析单位。我们提出了一种内部方法论，并通过基于个人访谈的实证研究来证明它。我们将对个体的文化历史活动理论理解与玛丽安·马尔钦的身份建构和身份作为主观意识的思想相结合，通过自我边界内的意义的多声协商。我们的分析表明，受访者如何提供身份建构的例子，展示他们如何在多样化的世界中赋予自己的意义，同时又不失去自我的统一性。情境主导感官通过在个人和专业之间的边界上调解符号学手段，打开了意义潜力的领域。分析指出意义建构作为一个总是以独特形式运作的通用过程具有一定的普遍性。我们的研究结果表明，从意义建构的角度探索主观性可能有助于通过解决意义建构的对象来研究与工作相关的学习，该对象在对话中由混合性、多样性和复杂性组成。