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
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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 contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning, including curriculum models and pedagogic practices. 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.
Published abstract.
Chapters include: Learning through practice / Stephen Billett; Learning in praxis, learning for praxis / Wolff-Michael Roth; Knowledge, working practices, and learning / Michael Eraut; The practices of learning through occupations / Stephen Billett; Objectual practice and learning in professional work / Monika Nerland and Karen Jensen; Learning through and about practice: a lifeworld perspective / Gloria Dall'Alba and Jorgen Sandberg; Conceptualising professional identification as flexibility, stability and ambivalence / Rose-Marie Axelsson, Madeleine Abrandt Dahlgren and Lars Owe Dahlgren; Developing vocational practice and social capital in the jewellery sector: a new model of practice-based learning / David Guile; Guidance as an interactional accomplishment: practice-based learning within the Swiss VET system / Laurent Filliettaz; Cooperative education: integrating classroom and workplace learning / Chris Eames and Richard K. Coll; Individual learning paths of employees in the context of social networks / Rob F. Poell and Ferd J. Van der Krogt; Apprenticeships: what happens in on-the-job training (OJT)? / Helena Worthen and Mark Berchman; Interactive research as a strategy for practice-based learning: designing competence development and professional growth in local school practice / Jon Ohlsson and Peter Johansson; The relationship between coach and coachee: a crucial factor for coaching effectiveness / Marianne van Woerkom; The development of airline pilot skills through simulated practice / Timothy J. Mavin and Patrick S. Murray.
Individual chapters are indexed from TD/TNC 101.324 to TD/TNC 101.338
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