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Learning Through Practice Models, Traditions, Orientations and Approaches

Aus der Reihe Professional and Practice-based Learning
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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

05.09.2012

Herausgeber

Stephen Billett

Verlag

Springer Netherland

Seitenzahl

288

Maße (L/B/H)

23,5/15,5/1,7 cm

Gewicht

474 g

Auflage

2010

Sprache

Englisch

ISBN

978-94-007-3245-2

Beschreibung

Rezension

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)

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

05.09.2012

Herausgeber

Stephen Billett

Verlag

Springer Netherland

Seitenzahl

288

Maße (L/B/H)

23,5/15,5/1,7 cm

Gewicht

474 g

Auflage

2010

Sprache

Englisch

ISBN

978-94-007-3245-2

Herstelleradresse

Springer-Verlag KG
Sachsenplatz 4-6
1201 Wien
AT

Email: GPSR Kontakt

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  • Produktbild: Learning Through Practice
  • 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 of Lifeworld 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 The Organisational Milieu of Cooperative Education
    10.4 Theorising Learning in Cooperative Education
    10.5 Integrating Classroom and Workplace Learning
    10.6 The Real Value of Cooperative Education
    11. Individual Learning Paths of Employees in the Context of Social Networks
    11.1 Introduction
    11.2 Viewing the Organisation as a Network of Actors
    11.3 Learning-Relevant Experiences Gained from the Work Network
    11.3.1 How Actors Organise Work: A Cycle
    11.3.2 Four Ideal Types of Work Process
    11.3.3 Three Dimensions in Work-Network Structures
    11.4 Learning-Relevant Experiences Gained in the Learning Network
    11.4.1 Actors Organise Learning Networks: A Cycle
    11.4.2 Actors Create Learning Programmes
    11.4.3 Four Ideal Types of Learning Network
    11.4.4 The Importance of Actors’ Action Theories
    11.5 How do Employees create their Individual Learning Paths?
    11.6 Learning, Networks, Structure, and Agency
    12. Apprenticeships: What happens in On-the-Job Training (OJT)?
    12.1 Apprenticeship and Learning
    12.1.1 Institutional History of Apprenticeship Programmes in the US
    12.2 Methodology of this Study
    12.3 The Physical Context of the Classroom as compared to the Field
    12.4 On the Job: The Worksite itself as Resource for Learning
    12.5 On the Job: Tools and Equipment as Resources for Learning
    12.6 Learning Through Interaction without Master-Apprentice Relationships
    12.7 Learning and the ‘Bottom Line’
    12.8 What can go Wrong
    12.9 Apprenticeship Learning as Reproduction of the Economic Viability
    12.10 Conclusion
    13. Interactive Research as a Strategy for Practice-based Learninge
    13.1 Introduction
    13.2 Towards a Model of Competence Development
    13.3 Cultural Context of Teachers’ Learning and Professional Growth
    13.4 Interactive Research
    13.5 The Interactive Processes – The ‘Quality Case’
    13.5.1 Local Schools’ Collective Competence Development
    13.6 The Practice-based Model
    13.6.1 Identifying Practice
    13.6.2 Reflective Transformation
    13.6.3 Joint Construction and Institutionalisation of Tools
    13.6.4 Professional Growth and Remaking of Practice
    14. The Relationship between Coach and Coachees
    14.1 Coaching
    14.1.1 The Coaching Relationship
    14.2 Coachees’ Accounts of the Coaching Relationship
    14.3 Conclusion: Crucial Aspects of an Effective Coaching Relationship
    15. The Development of Airline Pilot Skills through Simulated Practice
    15.1 Pilot Training
    15.2 Early Flight and Pilot Training
    15.3 Pilot Education in the Jet Age
    15.4 Influences on Major Aviation Training
    15.4.1 Crew Resource Management and Nontechnical Skills
    15.4.2 Technology
    15.4.3 Simulation
    15.5 Pilot Training into the Future
    15.6 Practice-based Learning in Aviation