Models, Traditions, Orientations and Approaches
De som köpt den här boken har ofta också köpt The 48 Laws of Power av Robert Greene (häftad).
Köp båda 2 för 2003 krFrom 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)
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 ofLifeworld 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