rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: International Handbook of Research in Professional and Practice-based Learning
  name:
    name part: Billett, Stephen.
    role:
      role term: editor.
  name:
    name part: Harteis, Christian.
    role:
      role term: editor.
  name:
    name part: Gruber, Hans.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2014
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XXI, 1383 p. 100 illus. online resource.
  abstract: The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.
  table of contents: (A) Acknowledgments -- (B) Introduction -- Section 1. Professions and the workplace -- (C) Section Introduction -- (1) David Carr, Professionalism, profession and professional conduct: Towards a basic logical and ethical geography -- (2) Julia Evetts, The concept of professionalism: Professional work, professional practice and learning -- (3) Gerhard Minnameier, Moral aspects of professions and professional practice -- (4) Lina Markauskaite & Peter Goodyear, Professional work and knowledge -- (5) Martin Mulder, Conceptions of professional competence -- (6) Silvia Gherardi & Manuela Perrotta, Becoming a practitioner: Professional learning as a social practice -- (7) Jim Hordern, Productive systems of professional formation -- Section 2. Research paradigms of work and learning -- (D) Section Introduction -- (8) Erno Lehtinen, Kai Hakkarainen & Tuire Palonen, Understanding learning for the professions: How theories of learning explain coping with rapid change -- (9) Laurent Filliettaz, Understanding learning for work: Contributions from discourse and interaction analysis -- (10) Paul Gibbs, Research paradigms of practice, work and learning -- (11) Gloria Dall'Alba & Jörgen Sandberg, A phenomenological perspective on researching work and learning -- (12) Mark Greenlee, The neuronal base of perceptual learning and skill acquisition -- (13) Eva Kyndt & Patrick Onghena, Hierarchical Linear Models for research on professional learning: Relevance and implications -- (14) Catherine Hasse, The anthropological paradigm of practice‑based learning -- Section 3. Educational systems (learning for professions) -- (E) Section Introduction -- (15) Peter Sloane, Professional education between school and practice settings: The German dual system as an example -- (16) Bärbel Fürstenau, Matthias Pilz, & Philipp Gonon, The dual system of vocational education and training in Germany ‑ what can be learnt about education for (other) professions -- (17) Madeleine Abrandt Dahlgren, Tone Dyrdal …
  note: edited by Stephen Billett, Christian Harteis, Hans Gruber.
  subject:
    topic: Education
  subject:
    topic: Lifelong learning
  subject:
    topic: Adult education
  subject:
    topic: Education
  subject:
    topic: Professional & Vocational Education
  subject:
    topic: Lifelong Learning/Adult Education
  classification: LC1051-1072
  classification: LC1041-1048
  classification: 370.113
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Springer International Handbooks of Education
  identifier: 9789401789028
  identifier: http://dx.doi.org/10.1007/978-94-017-8902-8
  record info:
    record creation date: 140715
    record change date: 20151029231100.0
    record identifier: 978-94-017-8902-8