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International handbook of research in professional and practice-based learning

Author: Stephen Billett; Christian Harteis; Hans Gruber
Publisher: Dordrecht : Springer, [2014]
Series: Springer international handbooks of education
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals  Read more...
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Document Type: Book
All Authors / Contributors: Stephen Billett; Christian Harteis; Hans Gruber
ISBN: 9789401789011 9401789010
OCLC Number: 880401147
Description: 2 volumes (xxi, 1383 pages) : illustrations (black and white) ; 25 cm.
Contents: (A) Acknowledgments.- (B) Introduction.- Section 1. Professions and the workplace.- (C) Section Introduction.- (1) David Carr, Professionalism, profession and professional conduct: Towards a basic logical and ethical geography.- (2) Julia Evetts, The concept of professionalism: Professional work, professional practice and learning.- (3) Gerhard Minnameier, Moral aspects of professions and professional practice.- (4) Lina Markauskaite & Peter Goodyear, Professional work and knowledge.- (5) Martin Mulder, Conceptions of professional competence.- (6) Silvia Gherardi & Manuela Perrotta, Becoming a practitioner: Professional learning as a social practice.- (7) Jim Hordern, Productive systems of professional formation.- Section 2. Research paradigms of work and learning.- (D) Section Introduction.- (8) Erno Lehtinen, Kai Hakkarainen & Tuire Palonen, Understanding learning for the professions: How theories of learning explain coping with rapid change.- (9) Laurent Filliettaz, Understanding learning for work: Contributions from discourse and interaction analysis.- (10) Paul Gibbs, Research paradigms of practice, work and learning.- (11) Gloria Dall'Alba & Jorgen Sandberg, A phenomenological perspective on researching work and learning.- (12) Mark Greenlee, The neuronal base of perceptual learning and skill acquisition.- (13) Eva Kyndt & Patrick Onghena, Hierarchical Linear Models for research on professional learning: Relevance and implications.- (14) Catherine Hasse, The anthropological paradigm of practice-based learning.- Section 3. Educational systems (learning for professions).- (E) Section Introduction.- (15) Peter Sloane, Professional education between school and practice settings: The German dual system as an example.- (16) Barbel Furstenau, Matthias Pilz, & Philipp Gonon, The dual system of vocational education and training in Germany - what can be learnt about education for (other) professions.- (17) Madeleine Abrandt Dahlgren, Tone Dyrdal Solbrekke, Berit Karseth, & Sofia Nystrom, From university to professional practice: Students as journeymen between cultures of education and work.- (18) Stephen Billett & Sarojni Choy, Integrating professional learning experiences across university and practice settings.- (19) Paivi Tynjala & Jennifer M. Newton, Transitions to working life: securing professional competence.- (20) Elizabeth Katherine Molloy, Louise Greenstock, Patrick Fiddes, Catriona Fraser, & Peter Brooks, Interprofessional education in the health workplace.- (21) Tim Dornan & Pim W. Teunissen, Medical education.- (22) Ming Fai Pang, A phenomenographic way of seeing and developing professional learning.- (23) Monika Nerland & Karen Jensen, Changing cultures of knowledge and professional learning.- Section 4. Professional learning and education (learning in professions).- (F) Section Introduction.- (24) Anneli Etelapelto, Katja Vahasantanen, Paivi Hokka, & Susanna Paloniemi, Identity and agency in professional learning.- (25) Jan Breckwoldt, Hans Gruber, & Andreas Wittmann, Simulation learning.- (26) Christian Harteis & Johannes Bauer, Learning from errors at work.- (27) Stephen Billett & Raymond Smith, Learning in the circumstances of professional practice.- (28) Geoffrey Gowlland, Apprenticeship as a model for learning in and through professional practice.- (29) Britta Herbig & Andreas Muller, Implicit knowledge and work performance.- (30) Eugene Sadler-Smith, Intuition in professional and practice-based learning.- (31) Bente Elkjaer & Ulrik Brandi, An organisational perspective on professionals' learning.- (32) Morten Sommer, Professional learning in the ambulance service.- (33) Stephen Billett, Mimetic learning at work: Learning through and across professional working lives.- Section 5. Implementing and supporting professional learning.- (G) Section Introduction.- (34) Anton Havnes & Jens-Christian Smeby, Professional development and the professions.- (35) P. Robert-Jan Simons & Manon C. P. Ruijters, The real professional is a learning professional.- (36) Filip Dochy, David Gijbels, Elisabeth Raes, & Eva Kyndt, Team learning in education and professional organisations.- (37) Victoria Marsick, Andrew K. Shiotani, & Martha A. Gephart, Teams, communities of practice, and knowledge networks as locations for learning professional practice.- (38) Rob F. Poell & Ferd J. van der Krogt, The role of Human Resource Development in organizational change: Professional development strategies of employees, managers and HRD practicioners.- (39) Lillian Turner de Tormes Eby, B. Lindsay Brown, & Kerrin George, Mentoring as a strategy for facilitating learning: Protege and mentor perspectives.- (40) James Avis & Kevin Orr, The new professionalism: An exploration of vocational education and training teachers.- (41) Tarja Irene Tikkanen & Stephen Billett, Older professionals, learning and practice.- (42) Per-Erik Ellestrom & Per Nilsen, Promoting practice-based innovation through learning at work.- (43) Allison Littlejohn & Anoush Margaryan, Technology enhanced professional learning.- Section 6. Evaluating and assessing professional learning.- (H) Section Introduction.- (44) Thomas R. Guskey, Evaluating professional learning.- (45) Dineke E. H. Tigelaar & Cees P. M. van der Vleuten, Assessment of professional competence.- (46) Tara J. Fenwick, Assessment of professional learning in practice.- (47) Patrick Griffin, Esther Care, Judith Crigan, Pamela Robertson, Zhonghua Zhang, & Alejandra Arratia-Martinez, The influence of evidence-based decisions by collaborative teacher teams on student achievement.- (48) Frank Achtenhagen & Esther Winter, Large-scale assessment of vocational education and training.
Series Title: Springer international handbooks of education
Responsibility: Stephen Billett, Christian Harteis, Hans Gruber, editors.

Abstract:

This handbook features theoretical and empirical research on professional learning. It covers diverse areas of professional practice and occupational fields as well as focuses on initial and ongoing  Read more...

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