Learning Through Practice
(Sprache: Englisch)
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...
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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 and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book's two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation.Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an
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analysis of the traditions, purposes, and processes that support this learning-including curriculum models and pedagogic practices.
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Inhaltsverzeichnis zu „Learning Through Practice “
Series ForewordSeries Editors' Foreword ContentsContributors1. Learning through Practice1.1 Learning through Practice1.2 Emerging and Growing Interest in Learning through Practice1.3 Approaches to and Models of Learning through Practice1.4 Section One: Conceptual Premises of Learning through Practice1.5 Section Two: Instances of Practice2. Learning in Praxis, Learning for Praxis2.1 Introduction2.2 Praxis and Theory2.2.1 A Historical Perspective2.2.2 A Phenomenological Perspective 2.3 Learning at/for Work: A Case from Fish Culture2.4 Coda3. Knowledge, Working Practices, and Learning3.1 My Perspective on Knowledge3.2 Learning Trajectories3.3 The Construction of Professional Practices in the Workplace3.4 How do People Learn at Work?3.5 Transfer of Knowledge Between Contexts3.6 Factors Affecting Learning at Work3.7 The Role of the Manager in Supporting Learning 4. The Practices of Learning through Occupations4.1 Learning for and through Practice 4.2 Historical Conceptions of Learning through Practice and their Worth4.3 Participatory Practice: A Conception of Learning through Practice4.4 Individuals' Engagement, Agency, and SubjectivityInvitational Qualities4.5 Intersubjectivity, Appropriation, and Extending Knowledge 4.6 Participation and Learning5. Objectual Practice and Learning in Professional Work5.1 Professional Work and Learning5.2 New Contexts for Professional Work5.3 Object-related Learning5.4 The Study5.5 Dynamics of Objectual Practice in Computer Engineering5.5.1 Interplay between Explorative and Confirmative Practice 5.5.2 Linking Practitioners with Wider Knowledge Communities5.5.3 Mediating Participation along Multiple Timescales5.5.4 Facilitating Reflexive Learning5.6 Concluding Remarks6. Learning through and about Practice: A Lifeworld Perspective6.1 A Need to Reexamine Learning through Practice6.2 Historical Development of Lifeworld Perspective6.3 Ways of Being in Workplace Contexts6.4 Learning Ways of Being in Higher Education Contexts6.5 Learning from a
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Lifeworld Perspective: Developing Ways of Being7. Conceptualising Professional Identification as Flexibility, Stability and Ambivalence 7.1. Learning and Professional Identification as Life Politics7.1.1 Flexibility - Stability - Ambivalence7.2 Empirical Data7.3 Becoming an Engineer or a Physician7.3.1 Becoming an Engineer7.3.2 Becoming a Physician7.4 Being an Engineer or a Physician7.4.1 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 Personality7.5 Flexibility, Stability, and Ambivalence in Practice7.6 Work, Life Politics, and Sustainable Life7.6.1 Lifelong Qualification as Exclusion7.6.2 Learning and Professional Identification as Life Politics7.7 Concluding Remarks8. Developing Vocational Practice and Social Capital in Jewellery8.1 Introduction8.2 Workplace and Practice-based Learning8.3 The Development of Work Placement Scheme in the Jewellery Industry8.4 The Development of Vocational Practice in the Jewellery Industry8.5 Practice-based Learning: Epistemic and Pedagogic Issues8.6 Conclusion9. Guidance as an Interactional Accomplishment Practice-based Learning within the Swiss VET System9.1 Introduction9.2 Apprenticeship in the Swiss VET System9.3 Researching Vocational Learning and Language-in-Interaction9.4 An Interactional Approach to Guidance in the Workplace9.4.1 Spontaneous Guidance9.4.2 Requested Guidance9.4.3 Distributed Guidance9.4.4 Denied Guidance9.5 Concluding Remarks and Practical Implications10. Cooperative Education: Integrating Classroom and Workplace Learning10.1 Cooperative Education as a Model of Practice-based Learning10.2 The Development of Cooperative Education10.3 The Organisational Milieu of Cooperative Education10.4 Theorising Learning in Cooperative Education 10.5 Integrating Classroom and Workplace Learning10.6 The Real Value of Cooperative Education11. Individual Learning Paths of Employees in the Context of Social Networks11.1 Introduction11.2 Viewing the Organisation as a Network of Actors11.3 Learning-Relevant Experiences Gained from the Work Network11.3.1 How Actors Organise Work: A Cycle11.3.2 Four Ideal Types of Work Process11.3.3 Three Dimensions in Work-Network Structures11.4 Learning-Relevant Experiences Gained in the Learning Network11.4.1 Actors Organise Learning Networks: A Cycle11.4.2 Actors Create Learning Programmes11.4.3 Four Ideal Types of Learning Network11.4.4 The Importance of Actors' Action Theories11.5 How do Employees create their Individual Learning Paths?11.6 Learning, Networks, Structure, and Agency12. Apprenticeships: What happens in On-the-Job Training (OJT)?12.1 Apprenticeship and Learning12.1.1 Institutional History of Apprenticeship Programmes in the US12.2 Methodology of this Study12.3 The Physical Context of the Classroom as compared to the Field12.4 On the Job: The Worksite itself as Resource for Learning12.5 On the Job: Tools and Equipment as Resources for Learning12.6 Learning Through Interaction without Master-Apprentice Relationships12.7 Learning and the 'Bottom Line'12.8 What can go Wrong 12.9 Apprenticeship Learning as Reproduction of the Economic Viability12.10 Conclusion13. Interactive Research as a Strategy for Practice-based Learninge13.1 Introduction13.2 Towards a Model of Competence Development13.3 Cultural Context of Teachers' Learning and Professional Growth13.4 Interactive Research13.5 The Interactive Processes - The 'Quality Case'13.5.1 Local Schools' Collective Competence Development13.6 The Practice-based Model13.6.1 Identifying Practice13.6.2 Reflective Transformation13.6.3 Joint Construction and Institutionalisation of Tools13.6.4 Professional Growth and Remaking of Practice14. The Relationship between Coach and Coachees 14.1 Coaching14.1.1 The Coaching Relationship14.2 Coachees' Accounts of the Coaching Relationship14.3 Conclusion: Crucial Aspects of an Effective Coaching Relationship15. The Development of Airline Pilot Skills through Simulated Practice15.1 Pilot Training15.2 Early Flight and Pilot Training15.3 Pilot Education in the Jet Age15.4 Influences on Major Aviation Training15.4.1 Crew Resource Management and Nontechnical Skills15.4.2 Technology15.4.3 Simulation15.5 Pilot Training into the Future15.6 Practice-based Learning in Aviation
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Bibliographische Angaben
- 2010, 288 Seiten, Maße: 16,6 x 24,3 cm, Gebunden, Englisch
- Herausgegeben:Billett, Stephen
- Herausgegeben: Stephen Billett
- Verlag: Springer Netherlands
- ISBN-10: 9048139384
- ISBN-13: 9789048139385
- Erscheinungsdatum: 17.06.2010
Sprache:
Englisch
Rezension zu „Learning Through Practice “
From the reviews:"Aim of this book is to provide an overview of how learning through practice can be conceptionalised, enacted and appraised. ... Those who have tended to focus on teacher education as an example of workplace learning will find wide range of contexts discussed here to be stimulating." (Michael Hammond, Teacher Development, October, 2011)
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