Learning Through Practice Models, Traditions, Orientations and Approaches /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Billett, Stephen (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Dordrecht : Springer Netherlands, 2010.
• Σειρά: Professional and Practice-based Learning ; 1
• Θέματα: Education.; Management.; Higher education.; Lifelong learning.; Adult education.; Professional & Vocational Education.; Education, general.; Lifelong Learning/Adult Education.; Learning & Instruction.; Higher Education.

Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for...

Πίνακας περιεχομένων:

• Series Foreword
• Series Editors’ Foreword
• Contents
• Contributors
• 1. Learning through Practice
• 1.1 Learning through Practice
• 1.2 Emerging and Growing Interest in Learning through Practice
• 1.3 Approaches to and Models of Learning through Practice
• 1.4 Section One: Conceptual Premises of Learning through Practice
• 1.5 Section Two: Instances of Practice
• 2. Learning in Praxis, Learning for Praxis
• 2.1 Introduction
• 2.2 Praxis and Theory
• 2.2.1 A Historical Perspective
• 2.2.2 A Phenomenological Perspective
• 2.3 Learning at/for Work: A Case from Fish Culture
• 2.4 Coda
• 3. Knowledge, Working Practices, and Learning
• 3.1 My Perspective on Knowledge
• 3.2 Learning Trajectories
• 3.3 The Construction of Professional Practices in the Workplace
• 3.4 How do People Learn at Work?
• 3.5 Transfer of Knowledge Between Contexts
• 3.6 Factors Affecting Learning at Work
• 3.7 The Role of the Manager in Supporting Learning
• 4. The Practices of Learning through Occupations
• 4.1 Learning for and through Practice
• 4.2 Historical Conceptions of Learning through Practice and their Worth
• 4.3 Participatory Practice: A Conception of Learning through Practice
• 4.4 Individuals’ Engagement, Agency, and Subjectivity
• Invitational Qualities
• 4.5 Intersubjectivity, Appropriation, and Extending Knowledge
• 4.6 Participation and Learning
• 5. Objectual Practice and Learning in Professional Work
• 5.1 Professional Work and Learning
• 5.2 New Contexts for Professional Work
• 5.3 Object-related Learning
• 5.4 The Study
• 5.5 Dynamics of Objectual Practice in Computer Engineering
• 5.5.1 Interplay between Explorative and Confirmative Practice
• 5.5.2 Linking Practitioners with Wider Knowledge Communities
• 5.5.3 Mediating Participation along Multiple Timescales
• 5.5.4 Facilitating Reflexive Learning
• 5.6 Concluding Remarks
• 6. Learning through and about Practice: A Lifeworld Perspective
• 6.1 A Need to Reexamine Learning through Practice
• 6.2 Historical Development of Lifeworld Perspective
• 6.3 Ways of Being in Workplace Contexts
• 6.4 Learning Ways of Being in Higher Education Contexts
• 6.5 Learning from a Lifeworld Perspective: Developing Ways of Being
• 7. Conceptualising Professional Identification as Flexibility, Stability and Ambivalence
• 7.1. Learning and Professional Identification as Life Politics
• 7.1.1 Flexibility – Stability – Ambivalence
• 7.2 Empirical Data
• 7.3 Becoming an Engineer or a Physician
• 7.3.1 Becoming an Engineer
• 7.3.2 Becoming a Physician
• 7.4 Being an Engineer or a Physician
• 7.4.1 Identification as a Flexible Strategy or a Permanent State
• 7.4.2 Engineer – Confined to Workplace, Occupation, and Hours
• 7.4.3 Physician – Profession Associated with Personality
• 7.5 Flexibility, Stability, and Ambivalence in Practice
• 7.6 Work, Life Politics, and Sustainable Life
• 7.6.1 Lifelong Qualification as Exclusion
• 7.6.2 Learning and Professional Identification as Life Politics
• 7.7 Concluding Remarks
• 8. Developing Vocational Practice and Social Capital in Jewellery
• 8.1 Introduction
• 8.2 Workplace and Practice-based Learning
• 8.3 The Development of Work Placement Scheme in the Jewellery Industry
• 8.4 The Development of Vocational Practice in the Jewellery Industry
• 8.5 Practice-based Learning: Epistemic and Pedagogic Issues
• 8.6 Conclusion
• 9. Guidance as an Interactional Accomplishment Practice-based Learning within the Swiss VET System
• 9.1 Introduction
• 9.2 Apprenticeship in the Swiss VET System
• 9.3 Researching Vocational Learning and Language-in-Interaction
• 9.4 An Interactional Approach to Guidance in the Workplace
• 9.4.1 Spontaneous Guidance
• 9.4.2 Requested Guidance
• 9.4.3 Distributed Guidance
• 9.4.4 Denied Guidance
• 9.5 Concluding Remarks and Practical Implications
• 10. Cooperative Education: Integrating Classroom and Workplace Learning
• 10.1 Cooperative Education as a Model of Practice-based Learning
• 10.2 The Development of Cooperative Education
• 10.3 The Organisational Milieu of Cooperative Education
• 10.4 Theorising Learning in Cooperative Education
• 10.5 Integrating Classroom and Workplace Learning
• 10.6 The Real Value of Cooperative Education
• 11. Individual Learning Paths of Employees in the Context of Social Networks
• 11.1 Introduction
• 11.2 Viewing the Organisation as a Network of Actors
• 11.3 Learning-Relevant Experiences Gained from the Work Network
• 11.3.1 How Actors Organise Work: A Cycle
• 11.3.2 Four Ideal Types of Work Process
• 11.3.3 Three Dimensions in Work-Network Structures
• 11.4 Learning-Relevant Experiences Gained in the Learning Network
• 11.4.1 Actors Organise Learning Networks: A Cycle
• 11.4.2 Actors Create Learning Programmes
• 11.4.3 Four Ideal Types of Learning Network
• 11.4.4 The Importance of Actors’ Action Theories
• 11.5 How do Employees create their Individual Learning Paths?
• 11.6 Learning, Networks, Structure, and Agency
• 12. Apprenticeships: What happens in On-the-Job Training (OJT)?
• 12.1 Apprenticeship and Learning
• 12.1.1 Institutional History of Apprenticeship Programmes in the US
• 12.2 Methodology of this Study
• 12.3 The Physical Context of the Classroom as compared to the Field
• 12.4 On the Job: The Worksite itself as Resource for Learning
• 12.5 On the Job: Tools and Equipment as Resources for Learning
• 12.6 Learning Through Interaction without Master-Apprentice Relationships
• 12.7 Learning and the ‘Bottom Line’
• 12.8 What can go Wrong
• 12.9 Apprenticeship Learning as Reproduction of the Economic Viability
• 12.10 Conclusion
• 13. Interactive Research as a Strategy for Practice-based Learninge
• 13.1 Introduction
• 13.2 Towards a Model of Competence Development
• 13.3 Cultural Context of Teachers’ Learning and Professional Growth
• 13.4 Interactive Research
• 13.5 The Interactive Processes – The ‘Quality Case’
• 13.5.1 Local Schools’ Collective Competence Development
• 13.6 The Practice-based Model
• 13.6.1 Identifying Practice
• 13.6.2 Reflective Transformation
• 13.6.3 Joint Construction and Institutionalisation of Tools
• 13.6.4 Professional Growth and Remaking of Practice
• 14. The Relationship between Coach and Coachees
• 14.1 Coaching
• 14.1.1 The Coaching Relationship
• 14.2 Coachees’ Accounts of the Coaching Relationship
• 14.3 Conclusion: Crucial Aspects of an Effective Coaching Relationship
• 15. The Development of Airline Pilot Skills through Simulated Practice
• 15.1 Pilot Training
• 15.2 Early Flight and Pilot Training
• 15.3 Pilot Education in the Jet Age
• 15.4 Influences on Major Aviation Training
• 15.4.1 Crew Resource Management and Nontechnical Skills
• 15.4.2 Technology
• 15.4.3 Simulation
• 15.5 Pilot Training into the Future
• 15.6 Practice-based Learning in Aviation.