Stephen Billett – författare
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63 produkter
63 produkter
Inbunden, Engelska, 2021
2 337 kr
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Learning in the workplace has come of age with the publication of this book. It shows the way for a new level of sophistication in the ways learning and work are treated. And it opens new territory for exploration in the world of learning throughout life.David Boud, University of Technology, SydneyStephen Billett provides a comprehensive and practical model, well-grounded in theory and research, to guide learning in the workplace. This is a 'must read' for those in vocational education and training.Victoria Marsick, Columbia UniversityLearning does not stop when you leave school or tertiary studies, but continues throughout life. The workplace is now seen as an important learning environment, and businesses and government units are encouraged to become 'learning organisations'. This is all very well in theory, but how does learning actually occur in the workplace?Drawing on research of a wide variety of workplaces in different countries, Stephen Billett analyses the strengths and limitations of 'on-the-job' learning. He outlines what knowledge individuals need and how they can best acquire this knowledge in workplace settings. He shows how to develop a workplace curriculum, and how it can be implemented in organisations of different sizes. Learning in the Workplace offers a comprehensive pedagogy for the workplace. It is a valuable reference for human resource practitioners and students in courses on professional development and adult and vocational learning.
E-bok
PDF, Engelska, 2020394 kr
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Learning in the workplace has come of age with the publication of this book. It shows the way for a new level of sophistication in the ways learning and work are treated. And it opens new territory for exploration in the world of learning throughout life.David Boud, University of Technology, SydneyStephen Billett provides a comprehensive and practical model, well-grounded in theory and research, to guide learning in the workplace. This is a 'must read' for those in vocational education and training.Victoria Marsick, Columbia UniversityLearning does not stop when you leave school or tertiary studies, but continues throughout life. The workplace is now seen as an important learning environment, and businesses and government units are encouraged to become 'learning organisations'. This is all very well in theory, but how does learning actually occur in the workplace?Drawing on research of a wide variety of workplaces in different countries, Stephen Billett analyses the strengths and limitations of 'on-the-job' learning. He outlines what knowledge individuals need and how they can best acquire this knowledge in workplace settings. He shows how to develop a workplace curriculum, and how it can be implemented in organisations of different sizes. Learning in the Workplace offers a comprehensive pedagogy for the workplace. It is a valuable reference for human resource practitioners and students in courses on professional development and adult and vocational learning.
E-bok
Engelska, 2020394 kr
Läs direkt efter köp
Learning in the workplace has come of age with the publication of this book. It shows the way for a new level of sophistication in the ways learning and work are treated. And it opens new territory for exploration in the world of learning throughout life.David Boud, University of Technology, SydneyStephen Billett provides a comprehensive and practical model, well-grounded in theory and research, to guide learning in the workplace. This is a 'must read' for those in vocational education and training.Victoria Marsick, Columbia UniversityLearning does not stop when you leave school or tertiary studies, but continues throughout life. The workplace is now seen as an important learning environment, and businesses and government units are encouraged to become 'learning organisations'. This is all very well in theory, but how does learning actually occur in the workplace?Drawing on research of a wide variety of workplaces in different countries, Stephen Billett analyses the strengths and limitations of 'on-the-job' learning. He outlines what knowledge individuals need and how they can best acquire this knowledge in workplace settings. He shows how to develop a workplace curriculum, and how it can be implemented in organisations of different sizes. Learning in the Workplace offers a comprehensive pedagogy for the workplace. It is a valuable reference for human resource practitioners and students in courses on professional development and adult and vocational learning.
Häftad, Engelska, 2025
445 kr
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Drawing on three decades of practical investigations, this book establishes new understandings about the importance of learning through work, outlining its purposes, contributions, conceptions and the curriculum, pedagogical and personal practices that shape its effectiveness.Against views proposing it as being informal and leading to concrete outcomes, this volume presents learning through work as being central to human development, informing individual choices and developing one’s capacity for working life and occupational competence. In Part I, Billett makes a case for the value of learning through work and why it should be considered and engaged with as a legitimate mode of learning and model of education. Part II sets out the foundations for the processes of learning through work that have underpinned its utility across human history. Part III sets out bases by which this educational model and mode of learning can be understood through the concepts of practice curriculum, practice pedagogies and personal practices. These are presented based on the kinds of knowledge that they generate and how they can be realised in and through day-to-day work activities in practice settings, including the development of innovations in work settings.A much-needed resource from a leading expert in the field, this book will be of interest to educators, workplace trainers in a variety of settings, policy-makers and students in professional education courses.
Inbunden, Engelska, 2025
2 132 kr
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Drawing on three decades of practical investigations, this book establishes new understandings about the importance of learning through work, outlining its purposes, contributions, conceptions and the curriculum, pedagogical and personal practices that shape its effectiveness.Against views proposing it as being informal and leading to concrete outcomes, this volume presents learning through work as being central to human development, informing individual choices and developing one’s capacity for working life and occupational competence. In Part I, Billett makes a case for the value of learning through work and why it should be considered and engaged with as a legitimate mode of learning and model of education. Part II sets out the foundations for the processes of learning through work that have underpinned its utility across human history. Part III sets out bases by which this educational model and mode of learning can be understood through the concepts of practice curriculum, practice pedagogies and personal practices. These are presented based on the kinds of knowledge that they generate and how they can be realised in and through day-to-day work activities in practice settings, including the development of innovations in work settings.A much-needed resource from a leading expert in the field, this book will be of interest to educators, workplace trainers in a variety of settings, policy-makers and students in professional education courses.
Häftad, Engelska, 2026
637 kr
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This insightful book explores adult learning at the intersection of a rapidly changing world of work and society, and the personal, lived experiences of individuals navigating these shifts. It illuminates the social dimensions of adult learning in the contemporary era, highlighting the challenges and opportunities of being able to thrive in times of change.Each carefully curated chapter presents theoretical insights, empirical findings, and diverse perspectives on adult development across the life course, drawing from historical, cultural, and social contexts to enrich the discourse. Throughout, the authors explore the concept of “liquid modernity” as a lens to understand the complexities of learning and work, presenting innovative frameworks to rethink and redefine these interconnected dynamics. They challenge traditional assumptions about lifelong education and invite readers to see learning differently than it was understood in more predictable times. By focusing on the dynamic interplay between social contexts, life events, and lived experiences, the book provides a nuanced understanding of adult learning as a process shaped by the evolving demands of work and society.This book is an essential resource for researchers, educators, and policymakers, as well as anyone who supports adult learners. Offering profound insights into the ways adults navigate learning, work, and life transitions, it outlines a way to allow adults to flourish in an ever-changing world.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY)] 4.0 license.
Inbunden, Engelska, 2026
2 132 kr
Skickas inom 10-15 vardagar
This insightful book explores adult learning at the intersection of a rapidly changing world of work and society, and the personal, lived experiences of individuals navigating these shifts. It illuminates the social dimensions of adult learning in the contemporary era, highlighting the challenges and opportunities of being able to thrive in times of change.Each carefully curated chapter presents theoretical insights, empirical findings, and diverse perspectives on adult development across the life course, drawing from historical, cultural, and social contexts to enrich the discourse. Throughout, the authors explore the concept of “liquid modernity” as a lens to understand the complexities of learning and work, presenting innovative frameworks to rethink and redefine these interconnected dynamics. They challenge traditional assumptions about lifelong education and invite readers to see learning differently than it was understood in more predictable times. By focusing on the dynamic interplay between social contexts, life events, and lived experiences, the book provides a nuanced understanding of adult learning as a process shaped by the evolving demands of work and society.This book is an essential resource for researchers, educators, and policymakers, as well as anyone who supports adult learners. Offering profound insights into the ways adults navigate learning, work, and life transitions, it outlines a way to allow adults to flourish in an ever-changing world.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY)] 4.0 license.
E-bok
PDF, Engelska, 2025505 kr
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Drawing on three decades of practical investigations, this book establishes new understandings about the importance of learning through work, outlining its purposes, contributions, conceptions and the curriculum, pedagogical and personal practices that shape its effectiveness.
Against views proposing it as being informal and leading to concrete outcomes, this volume presents learning through work as being central to human development, informing individual choices and developing one’s capacity for working life and occupational competence. In Section One, Billett makes a case for the value of learning through work and why it should be considered and engaged with as a legitimate mode of learning and model of education. Section Two sets out the foundations for the processes of learning through work that have underpinned its utility across human history. Section Three sets out bases by which that this educational model and mode of learning can be understood through the concepts of practice curriculum, practice pedagogies and personal practices. These are presented based on the kinds of knowledge that they generate and how they can be realised in and through day-to-day work activities in practice settings, including the development of innovations in work settings.
A much-needed resource from a leading expert in the field, this book will be of interest to educators, workplace trainers in a variety of settings, policy-makers and students in professional education courses.
E-bok
Engelska, 2025523 kr
Läs direkt efter köp
Drawing on three decades of practical investigations, this book establishes new understandings about the importance of learning through work, outlining its purposes, contributions, conceptions and the curriculum, pedagogical and personal practices that shape its effectiveness.
Against views proposing it as being informal and leading to concrete outcomes, this volume presents learning through work as being central to human development, informing individual choices and developing one’s capacity for working life and occupational competence. In Section One, Billett makes a case for the value of learning through work and why it should be considered and engaged with as a legitimate mode of learning and model of education. Section Two sets out the foundations for the processes of learning through work that have underpinned its utility across human history. Section Three sets out bases by which that this educational model and mode of learning can be understood through the concepts of practice curriculum, practice pedagogies and personal practices. These are presented based on the kinds of knowledge that they generate and how they can be realised in and through day-to-day work activities in practice settings, including the development of innovations in work settings.
A much-needed resource from a leading expert in the field, this book will be of interest to educators, workplace trainers in a variety of settings, policy-makers and students in professional education courses.
Inbunden, Engelska, 2006
1 123 kr
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This book aims to provide a fresh account of the changing nature of work and how workers are changing as result of the requirements of contemporary working life. It also identifies implications for preparing individuals for work and then maintaining their skills throughout working life. It does this by examining the relations between the changing requirements for working life and how individuals engage in work through an analysis that engages a range of disciplinary perspectives. These include the psychological, sociological, philosophical and anthropological literatures as they relate to work and empirical research that represents both the perspectives of work and work practice as social institutions and as a vocation that individuals exercise with intentionality and agency. This body of work is also used to identify implications for vocational education, professional development and on-going learning throughout working life. This book is the product of a now long-term project to understand contemporary working life and its implications for learning throughout working life. Along the way it has benefited from a range of contributions. It commenced with research from the early to the late 1990s that sought to understand how people learn through their work. The Australian Research Council, state government funding, private enterprise sponsorships and the National Research and Evaluation Committee of the Australian National Training Authority supported these investigations, as did the many workplaces and workers who contributed time, insights and sometimes patience.
E-bok
PDF, Engelska, 20061 328 kr
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This book aims to provide a fresh account of the changing nature of work and how workers are changing as result of the requirements of contemporary working life. It also identifies implications for preparing individuals for work and then maintaining their skills throughout working life. It does this by examining the relations between the changing requirements for working life and how individuals engage in work through an analysis that engages a range of disciplinary perspectives. These include the psychological, sociological, philosophical and anthropological literatures as they relate to work and empirical research that represents both the perspectives of work and work practice as social institutions and as a vocation that individuals exercise with intentionality and agency. This body of work is also used to identify implications for vocational education, professional development and on-going learning throughout working life. This book is the product of a now long-term project to understand contemporary working life and its implications for learning throughout working life. Along the way it has benefited from a range of contributions. It commenced with research from the early to the late 1990s that sought to understand how people learn through their work. The Australian Research Council, state government funding, private enterprise sponsorships and the National Research and Evaluation Committee of the Australian National Training Authority supported these investigations, as did the many workplaces and workers who contributed time, insights and sometimes patience.
Inbunden, Engelska, 2007
1 060 kr
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In recent year, efforts to understand learning for and throughout working life have moved away from a focus on workplace training to concerns about learning as a component and outcome of engaging in work and work-related activities and interactions. This shift acknowledges a broader set of workplace factors that shape workers’ learning and development. Yet equally, it acknowledges that this learning through engagement is also necessarily shaped by the diverse ways that individuals elect to engage or participate in workplace activities. Central here is the issue of individuals’ subjectivity and how this is shaped by but shapes engagement in work and, therefore, what learning flows from their participation. It is in considering the relations among subjectivity, learning and work that it is possible to advance both the conceptual and procedural bases for understanding learning through and for working life. Moreover, the focus on relations among subjectivity, work and learning represents a point of convergence for diverse disciplinary traditions and practices that are provided by the book’s contributors. In this way, the contributions represent something of the emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.
E-bok
PDF, Engelska, 20071 328 kr
Läs direkt efter köp
In recent year, efforts to understand learning for and throughout working life have moved away from a focus on workplace training to concerns about learning as a component and outcome of engaging in work and work-related activities and interactions. This shift acknowledges a broader set of workplace factors that shape workers’ learning and development. Yet equally, it acknowledges that this learning through engagement is also necessarily shaped by the diverse ways that individuals elect to engage or participate in workplace activities. Central here is the issue of individuals’ subjectivity and how this is shaped by but shapes engagement in work and, therefore, what learning flows from their participation. It is in considering the relations among subjectivity, learning and work that it is possible to advance both the conceptual and procedural bases for understanding learning through and for working life. Moreover, the focus on relations among subjectivity, work and learning represents a point of convergence for diverse disciplinary traditions and practices that are provided by the book’s contributors. In this way, the contributions represent something of the emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.
Häftad, Engelska, 2001
349 kr
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Del 25 - Professional and Practice-based Learning
Augmenting Health and Social Care Students’ Clinical Learning Experiences
Outcomes and Processes
Inbunden, Engelska, 2019
1 123 kr
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This edited volume offers a range of insights about, practices of and findings associated with enrichening health and social care students’ learning by their engagement in educational processes during and after the completion of their practicum experiences in health and social care settings. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialing and evaluating educational processes that aimed to enrich those practicum experiences for purposes of improving students’ understandings, abilities to address patients’ needs, and health and social care related dispositions. These processes and findings from these processes across medical, nursing, midwifery, physiotherapy, pharmacy, exercise physiology, dietetic and speech pathology education speak directly to educators in both clinical and educational settings in the health and social care sectors. These messages, which arise from educators and clinicians enacting and evaluating these interventions, offer practical suggestions as well as conceptual advances. The reach of the accounts of processes, findings and evaluations is not restricted to this sector alone, however. The lessons provided through this edited volume are intended to inform how post-practicum interventions might be enacted across a range of occupational fields.
E-bok
Engelska, 20191 459 kr
Läs direkt efter köp
This edited volume offers a range of insights about, practices of and findings associated with enrichening health and social care students’ learning by their engagement in educational processes during and after the completion of their practicum experiences in health and social care settings. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialing and evaluating educational processes that aimed to enrich those practicum experiences for purposes of improving students’ understandings, abilities to address patients’ needs, and health and social care related dispositions. These processes and findings from these processes across medical, nursing, midwifery, physiotherapy, pharmacy, exercise physiology, dietetic and speech pathology education speak directly to educators in both clinical and educational settings in the health and social care sectors. These messages, which arise from educators and clinicians enacting and evaluating these interventions, offer practical suggestions as well as conceptual advances. The reach of the accounts of processes, findings and evaluations is not restricted to this sector alone, however. The lessons provided through this edited volume are intended to inform how post-practicum interventions might be enacted across a range of occupational fields.
Inbunden, Engelska, 2020
1 587 kr
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This edited volume offers a range of insights about, practices of, and findings associated with, enrichening higher education students’ learning by their engagement in educational processes during and after the completion of their work integrated education experiences. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialling and evaluating educational processes that aimed to enrich the work integrated education experiences for purposes of improving students’ understandings, abilities to address workplace and occupational requirements. These processes and findings from these processes across a range of disciplinary fields including pharmacy, psychology, physiotherapy, service learning, occupational therapy, journalism and business students education speak directly to educators in both workplace and educational settings across a range of occupational sectors. These messages,which arise from educators and practitioners enacting and evaluating these interventions, offer practical suggestions as well as conceptual advances. The reach of the accounts of processes, findings and evaluations is not restricted to the occupational fields in which the interventions occurred. The lessons provided through this edited volume are intended to inform how post-practicum interventions might be enacted across a range of occupational studies.
E-bok
Engelska, 20201 922 kr
Läs direkt efter köp
This edited volume offers a range of insights about, practices of, and findings associated with, enrichening higher education students’ learning by their engagement in educational processes during and after the completion of their work integrated education experiences. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialling and evaluating educational processes that aimed to enrich the work integrated education experiences for purposes of improving students’ understandings, abilities to address workplace and occupational requirements. These processes and findings from these processes across a range of disciplinary fields including pharmacy, psychology, physiotherapy, service learning, occupational therapy, journalism and business students education speak directly to educators in both workplace and educational settings across a range of occupational sectors. These messages,which arise from educators and practitioners enacting and evaluating these interventions, offer practical suggestions as well as conceptual advances. The reach of the accounts of processes, findings and evaluations is not restricted to the occupational fields in which the interventions occurred. The lessons provided through this edited volume are intended to inform how post-practicum interventions might be enacted across a range of occupational studies.
Häftad, Engelska, 2021
1 587 kr
Skickas inom 10-15 vardagar
This edited volume offers a range of insights about, practices of, and findings associated with, enrichening higher education students’ learning by their engagement in educational processes during and after the completion of their work integrated education experiences. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialling and evaluating educational processes that aimed to enrich the work integrated education experiences for purposes of improving students’ understandings, abilities to address workplace and occupational requirements. These processes and findings from these processes across a range of disciplinary fields including pharmacy, psychology, physiotherapy, service learning, occupational therapy, journalism and business students education speak directly to educators in both workplace and educational settings across a range of occupational sectors. These messages,which arise from educators and practitioners enacting and evaluating these interventions, offer practical suggestions as well as conceptual advances. The reach of the accounts of processes, findings and evaluations is not restricted to the occupational fields in which the interventions occurred. The lessons provided through this edited volume are intended to inform how post-practicum interventions might be enacted across a range of occupational studies.
Inbunden, Engelska, 2022
1 587 kr
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This book addresses what is, perhaps, the single most important issue for vocational education; its relatively low standing in an era of high aspiration. The work explores the nature, extent and consequences for an educational sector that whilst having an increasingly important role in contemporary societies is seen to be of low standing across both countries with developed and developing economies.Some of the standing is associated with the occupation it serves and this is highlighted in an era of high aspiration by young people and their parents. The consequences are far-reaching. This includes how governments and community view and support vocational education, parents and familiars advise about participation in it and young people’s decision-making associated with their post-school pathways. More than describing this problem, the focus of this collection is how this issue can be redressed through the actions of supra-government agencies, governments, schools in tertiary education institutions, industry and professional bodies and employers. It sets out the quality and extent of societal sentiments in shaping how vocational education and the occupation it serves are projected, across countries, continents and cultures, and offers a range of perspectives and contributions from scholars on how this issue might be redressed. These contributions are drawn together and synthesised into sets of propositions, practices and approaches directed towards governments, schooling and tertiary education institutions, educators, researchers, industry and professional bodies and employers. In this way, the book seeks to provide an authoritative, seminal, comprehensive and central text to understand and respond to this central issue for vocational education.
E-bok
Engelska, 20221 922 kr
Läs direkt efter köp
This book addresses what is, perhaps, the single most important issue for vocational education; its relatively low standing in an era of high aspiration. The work explores the nature, extent and consequences for an educational sector that whilst having an increasingly important role in contemporary societies is seen to be of low standing across both countries with developed and developing economies.
Some of the standing is associated with the occupation it serves and this is highlighted in an era of high aspiration by young people and their parents. The consequences are far-reaching. This includes how governments and community view and support vocational education, parents and familiars advise about participation in it and young people’s decision-making associated with their post-school pathways. More than describing this problem, the focus of this collection is how this issue can be redressed through the actions of supra-government agencies, governments, schools in tertiary education institutions, industry and professional bodies and employers. It sets out the quality and extent of societal sentiments in shaping how vocational education and the occupation it serves are projected, across countries, continents and cultures, and offers a range of perspectives and contributions from scholars on how this issue might be redressed. These contributions are drawn together and synthesised into sets of propositions, practices and approaches directed towards governments, schooling and tertiary education institutions, educators, researchers, industry and professional bodies and employers. In this way, the book seeks to provide an authoritative, seminal, comprehensive and central text to understand and respond to this central issue for vocational education.
Häftad, Engelska, 2023
1 587 kr
Skickas inom 10-15 vardagar
This book addresses what is, perhaps, the single most important issue for vocational education; its relatively low standing in an era of high aspiration. The work explores the nature, extent and consequences for an educational sector that whilst having an increasingly important role in contemporary societies is seen to be of low standing across both countries with developed and developing economies.Some of the standing is associated with the occupation it serves and this is highlighted in an era of high aspiration by young people and their parents. The consequences are far-reaching. This includes how governments and community view and support vocational education, parents and familiars advise about participation in it and young people’s decision-making associated with their post-school pathways. More than describing this problem, the focus of this collection is how this issue can be redressed through the actions of supra-government agencies, governments, schools in tertiary education institutions, industry and professional bodies and employers. It sets out the quality and extent of societal sentiments in shaping how vocational education and the occupation it serves are projected, across countries, continents and cultures, and offers a range of perspectives and contributions from scholars on how this issue might be redressed. These contributions are drawn together and synthesised into sets of propositions, practices and approaches directed towards governments, schooling and tertiary education institutions, educators, researchers, industry and professional bodies and employers. In this way, the book seeks to provide an authoritative, seminal, comprehensive and central text to understand and respond to this central issue for vocational education.
Häftad, Engelska, 2014
533 kr
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The concept of mimetic learning at work is outlined and elaborated in this text. That elaboration consists of an account of how securing occupational capacities has been primary associated with learning processes and an explanation of those processes. Much, and probably most, of the learning and development across individuals working lives occurs outside of circumstances of direct guidance or instruction. Yet, recent considerations of individuals’ epistemologies and developments form anthropology and cognitive science suggest that current explanations about individuals’ contributions to learning at and through work are incomplete. So, there is need for an emphasis on individuals’ processes of learning, both within and outside of situations of guidance by more experienced workers, needs to be more fully understood, and accepted as being person dependent. Contributions from anthropology, developmental studies, and cognitive neuroscience now augment those from sociocultural theory.
E-bok
PDF, Engelska, 2014692 kr
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The concept of mimetic learning at work is outlined and elaborated in this text. That elaboration consists of an account of how securing occupational capacities has been primary associated with learning processes and an explanation of those processes. Much, and probably most, of the learning and development across individuals working lives occurs outside of circumstances of direct guidance or instruction. Yet, recent considerations of individuals’ epistemologies and developments form anthropology and cognitive science suggest that current explanations about individuals’ contributions to learning at and through work are incomplete. So, there is need for an emphasis on individuals’ processes of learning, both within and outside of situations of guidance by more experienced workers, needs to be more fully understood, and accepted as being person dependent. Contributions from anthropology, developmental studies, and cognitive neuroscience now augment those from sociocultural theory.
Del 12 - Professional and Practice-based Learning
Francophone Perspectives of Learning Through Work
Conceptions, Traditions and Practices
Inbunden, Engelska, 2015
1 060 kr
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This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. Governments, professional bodies, workplaces and workers are now looking for experiences that support the initial and ongoing development of occupational capacities. Consequently, more attention is being given to workplaces as sites for this learning. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning. These include ergonomics and professional didactics. Yet, whilst being accepted and of long standing in the Francophone world, these conceptions and traditions, and the practices supporting them are little known about or understood in the Anglophone world, which is the dominant medium for scientific and educational discussion. This book addresses this problem through drawing on accounts from France, Switzerland and Canada that make accessible and elaborate these traditions, conceptions and practices through examples of their applications to occupationally related learning. These accounts offer variations and culturally-specific developments of these traditions, but collectively emphasize a preoccupation with how both work and learning need to be understood through situated considerations of persons enacting their work practice. In this way, they offer noteworthy and worthwhile contributions to contemporary global considerations of learning through work.
E-bok
PDF, Engelska, 20151 377 kr
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This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. Governments, professional bodies, workplaces and workers are now looking for experiences that support the initial and ongoing development of occupational capacities. Consequently, more attention is being given to workplaces as sites for this learning. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning. These include ergonomics and professional didactics. Yet, whilst being accepted and of long standing in the Francophone world, these conceptions and traditions, and the practices supporting them are little known about or understood in the Anglophone world, which is the dominant medium for scientific and educational discussion. This book addresses this problem through drawing on accounts from France, Switzerland and Canada that make accessible and elaborate these traditions, conceptions and practices through examples of their applications to occupationally related learning. These accounts offer variations and culturally-specific developments of these traditions, but collectively emphasize a preoccupation with how both work and learning need to be understood through situated considerations of persons enacting their work practice. In this way, they offer noteworthy and worthwhile contributions to contemporary global considerations of learning through work.
Del 16 - Professional and Practice-based Learning
Supporting Learning Across Working Life
Models, Processes and Practices
Inbunden, Engelska, 2016
1 060 kr
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This volume considers, rethinks and reorganizes how support for learning across working lifecan be best conceptualized, organized and enacted. It considers educational and learning support processes that include approaches thatfit well within working lives and workplaces, and support work and learning asa co-occurrence. These are the key focuses for individual and collectivecontributions to this edited volume, which provide discussions about whatconstitutes learning across working lives and how this differs from lifelonglearning and lifelong education. Accounts of learning across the working livesof social workers, doctors working in hospitals and in general practice,teaching, aviation, nursing, mining, aged care and more. These accounts advancea range of ways in which workers’ learning across working lives is beingsupported and how this support is also linked to other changes, such as to theoccupational practice in which they engage.
E-bok
PDF, Engelska, 20161 377 kr
Läs direkt efter köp
This volume considers, rethinks and reorganizes how support for learning across working lifecan be best conceptualized, organized and enacted. It considers educational and learning support processes that include approaches thatfit well within working lives and workplaces, and support work and learning asa co-occurrence. These are the key focuses for individual and collectivecontributions to this edited volume, which provide discussions about whatconstitutes learning across working lives and how this differs from lifelonglearning and lifelong education. Accounts of learning across the working livesof social workers, doctors working in hospitals and in general practice,teaching, aviation, nursing, mining, aged care and more. These accounts advancea range of ways in which workers’ learning across working lives is beingsupported and how this support is also linked to other changes, such as to theoccupational practice in which they engage.
Del 12 - Professional and Practice-based Learning
Francophone Perspectives of Learning Through Work
Conceptions, Traditions and Practices
Häftad, Engelska, 2016
1 060 kr
Skickas inom 10-15 vardagar
This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. Governments, professional bodies, workplaces and workers are now looking for experiences that support the initial and ongoing development of occupational capacities. Consequently, more attention is being given to workplaces as sites for this learning. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning. These include ergonomics and professional didactics. Yet, whilst being accepted and of long standing in the Francophone world, these conceptions and traditions, and the practices supporting them are little known about or understood in the Anglophone world, which is the dominant medium for scientific and educational discussion. This book addresses this problem through drawing on accounts from France, Switzerland and Canada that make accessible and elaborate these traditions, conceptions and practices through examples of their applications to occupationally related learning. These accounts offer variations and culturally-specific developments of these traditions, but collectively emphasize a preoccupation with how both work and learning need to be understood through situated considerations of persons enacting their work practice. In this way, they offer noteworthy and worthwhile contributions to contemporary global considerations of learning through work.
Del 18 - Professional and Practice-based Learning
Enhancing Teaching and Learning in the Dutch Vocational Education System
Reforms Enacted
Inbunden, Engelska, 2017
1 271 kr
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This book discusses how the Dutch vocational education system has undergone significant waves of reform driven by global imperatives, national concerns and governmental policy goals. Like elsewhere, the impetuses for these reforms are directed to generating a more industry-responsive, locally-accountable and competence-based vocational education system. Each wave of reforms, however, has had particular emphases, and directed to achieve particular policy outcomes. Yet, they are more than mere versions of what had or is occurring elsewhere. They are shaped by specific national imperatives, sentiments and localised concerns. Consequently, whilst this book elaborate what constitutes the contemporary provision of vocational education in the Netherlands also addresses a broader concern of how vocational education systems become formed, manifested within nation states, and then are transformed through particular imperatives, institutional arrangement and localised factors. So, the readersof this book whilst learning much about the Dutch vocational education system will also come to identify and engage with a selection of contributions that inform factors that situate, shape and transform vocational education systems. Such a focus seems important given an era when there are concerns to standardise and make uniform educational provisions, often for administrative or political imperatives. As such, this book will be of interest not only to those who are engaged in the field of vocational education, but those with an interest in educational policy, practice and comparative studies.