International Handbook of Research in Professional and Practice-based Learning
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 profes...
| Συγγραφή απο Οργανισμό/Αρχή: | |
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| Άλλοι συγγραφείς: | , , |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Dordrecht :
Springer Netherlands : Imprint: Springer,
2014.
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| Σειρά: | Springer International Handbooks of Education,
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| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- (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 Solbrekke, Berit Karseth, & Sofia Nyström, From university to professional practice: Students as journeymen between cultures of education and work
- (18) Stephen Billett & Sarojni Choy, Integrating professional learning experiences across university and practice settings
- (19) Päivi Tynjälä & Jennifer M. Newton, Transitions to working life: securing professional competence
- (20) Elizabeth Katherine Molloy, Louise Greenstock, Patrick Fiddes, Catriona Fraser, & Peter Brooks, Interprofessional education in the health workplace
- (21) Tim Dornan & Pim W. Teunissen, Medical education
- (22) Ming Fai Pang, A phenomenographic way of seeing and developing professional learning
- (23) Monika Nerland & Karen Jensen, Changing cultures of knowledge and professional learning
- Section 4. Professional learning and education (learning in professions)
- (F) Section Introduction
- (24) Anneli Eteläpelto, Katja Vähäsantanen, Päivi Hökkä, & Susanna Paloniemi, Identity and agency in professional learning
- (25) Jan Breckwoldt, Hans Gruber, & Andreas Wittmann, Simulation learning
- (26) Christian Harteis & Johannes Bauer, Learning from errors at work
- (27) Stephen Billett & Raymond Smith, Learning in the circumstances of professional practice
- (28) Geoffrey Gowlland, Apprenticeship as a model for learning in and through professional practice
- (29) Britta Herbig & Andreas Müller, Implicit knowledge and work performance
- (30) Eugene Sadler‑Smith, Intuition in professional and practice‑based learning
- (31) Bente Elkjaer & Ulrik Brandi, An organisational perspective on professionals' learning
- (32) Morten Sommer, Professional learning in the ambulance service
- (33) Stephen Billett, Mimetic learning at work: Learning through and across professional working lives
- Section 5. Implementing and supporting professional learning
- (G) Section Introduction
- (34) Anton Havnes & Jens‑Christian Smeby, Professional development and the professions
- (35) P. Robert‑Jan Simons & Manon C. P. Ruijters, The real professional is a learning professional
- (36) Filip Dochy, David Gijbels, Elisabeth Raes, & Eva Kyndt, Team learning in education and professional organisations
- (37) Victoria Marsick, Andrew K. Shiotani, & Martha A. Gephart, Teams, communities of practice, and knowledge networks as locations for learning professional practice
- (38) Rob F. Poell & Ferd J. van der Krogt, The role of Human Resource Development in organizational change: Professional development strategies of employees, managers and HRD practicioners
- (39) Lillian Turner de Tormes Eby, B. Lindsay Brown, & Kerrin George, Mentoring as a strategy for facilitating learning: Protégé and mentor perspectives
- (40) James Avis & Kevin Orr, The new professionalism: An exploration of vocational education and training teachers
- (41) Tarja Irene Tikkanen & Stephen Billett, Older professionals, learning and practice
- (42) Per‑Erik Elleström & Per Nilsen, Promoting practice‑based innovation through learning at work
- (43) Allison Littlejohn & Anoush Margaryan, Technology enhanced professional learning
- Section 6. Evaluating and assessing professional learning
- (H) Section Introduction
- (44) Thomas R. Guskey, Evaluating professional learning
- (45) Dineke E. H. Tigelaar & Cees P. M. van der Vleuten, Assessment of professional competence.- (46) Tara J. Fenwick, Assessment of professional learning in practice
- (47) Patrick Griffin, Esther Care, Judith Crigan, Pamela Robertson, Zhonghua Zhang, & Alejandra Arratia‑Martinez, The influence of evidence‑based decisions by collaborative teacher teams on student achievement
- (48) Frank Achtenhagen & Esther Winter, Large-scale assessment of vocational education and training.
