Bøger i Professional and Practice-based Learning serien

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?

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

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

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.

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 discusses how the Dutch vocational education system has undergone significant waves of reform driven by global imperatives, national concerns and governmental policy goals.

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 takes a fresh look at professional practice and professional education.

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.

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.

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.

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.

Discourses on Professional Learning

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.

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.

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.

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

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.

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.

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.