Bøger i Professional and Practice-based Learning serien

It includes systematic theoretical frameworks for explaining learning from errors in daily working life, methodologies and research instruments that facilitate the measurement of that learning, and empirical studies that investigate relevant determinants of learning from errors in different professions.

This book seeks to advance understandings of and approaches to supporting and sustaining working age adults' learning across lengthening working lives and inevitable transitions they encounter and are required to negotiate. It is founded on the processes and findings of a three-phase practical inquiry into worklife learning and its implications for workplace and educations' practice conducted in Australia over a three-year period commencing in 2019. Diverse perspectives and orientations were utilised in approaches to data analysis and renderings from the data, thereby opening up the analysis of these complex phenomena to different lines of interrogation, questions and analytical approaches. It elaborates more fully understandings about the processes of adults' learning and development across their lifespan of adulthood referred to as working life, and what factors and contributions supported that learning. This book also attempts to reconcile a coherent view about development across the work lifespan, and how that can be supported by education provisions, workplaces, communities, and by the adults themselves.

This book explores and progresses the concept of negotiation as a means of describing and explaining individuals' learning in work.

This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning.

This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. 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.

This book addresses issues confronting universities' attempts to integrate practice-based learning in higher education curriculum, yet which reveals the jostling of cultures which exist within and amongst the academy, industry, government and professional bodies and other educational providers.

This book takes a fresh look at professional practice and professional education.

This book explores important questions about the relationship between professional practice and learning, and implications of this for how we understand professional expertise.

Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries.

This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. 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.

Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.

This book addresses issues confronting universities' attempts to integrate practice-based learning in higher education curriculum, yet which reveals the jostling of cultures which exist within and amongst the academy, industry, government and professional bodies and other educational providers.

The three concepts central to this volume-practice, learning and change-have received very different treatments in the educational literature, an oversight directly confronted here.

It includes systematic theoretical frameworks for explaining learning from errors in daily working life, methodologies and research instruments that facilitate the measurement of that learning, and empirical studies that investigate relevant determinants of learning from errors in different professions.

This book draws on a 4-year study of boundaries between university-based professional education and professional practice, analysing the epistemic nature of professional work and identifying sources of capability needed for people to engage successfully in it.

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.

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 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 three concepts central to this volume-practice, learning and change-have received very different treatments in the educational literature, an oversight directly confronted here.

Although the book strongly focuses on research originating in the field of workplace learning, its contents may be of interest to researchers from other scientific domains, such as socio-cognitive and development psychology, organisational behaviour, leadership, economics, life-course research, and philosophy.

Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.

During the 1990s, the workplace was rediscovered as a rich source of learning. The first section deals with workplace learning interventions, including HRD practitioners' strategies, training and development activities, and e-learning programs.

During the 1990s, the workplace was rediscovered as a rich source of learning. The first section deals with workplace learning interventions, including HRD practitioners' strategies, training and development activities, and e-learning programs.

In higher education institutions across the globe, there is a growing interest in integrating classroom learning with experience in practice settings.

In higher education institutions across the globe, there is a growing interest in integrating classroom learning with experience in practice settings.

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.

This book examines the concept of relational agency which, in brief, is the capacity to work with others to interpret a problem of practice and so expand understandings of the problem and work with others to respond to the expanded interpretation.

This book analyses the experiences of professionals as they continue to learn at work. Although it focuses on learning in the health professions, it draws on research into continuing learning from other caring professions such as education and social services.

The latest developments in information and communication technology seem to open new potential, and the crucial question arises which kind of work can be replaced by technology?