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International handbook of research in professional and practice-based learning

Author: Stephen Billett
Publisher: Berlin : Springer, 2014.
Series: Springer international handbooks of education, [vol. 30?]
Edition/Format:   Print book : EnglishView all editions and formats

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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Document Type: Book
All Authors / Contributors: Stephen Billett
ISBN: 9789401789011 9401789010
OCLC Number: 904074146
Description: 2 v. (1383 Seiten) : Illustrationen.
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 & Joergen 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 Nystroem, 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 Hoekka, & 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 Ellestroem & 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, [vol. 30?]
Responsibility: Stephen Billett, Christian Harteis, Hans Gruber, eds.


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