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International handbook of research in professional and practice-based learning /

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 profes...

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Detalles Bibliográficos
Clasificación:	Libro Electrónico
Otros Autores:	Billett, Stephen (Editor ), Harteis, Christian (Editor ), Gruber, Hans, 1960- (Editor )
Formato:	Electrónico eBook
Idioma:	Inglés
Publicado:	Dordrecht : Springer, 2014.
Colección:	Springer international handbooks of education.
Temas:	Employees > Training of > Handbooks, manuals, etc. Career development > Handbooks, manuals, etc. Professional education > Handbooks, manuals, etc. Organizational learning > Handbooks, manuals, etc. Personnel > Formation > Guides, manuels, etc. Plan de carrière > Guides, manuels, etc. Apprentissage organisationnel > Guides, manuels, etc. BUSINESS & ECONOMICS > Industrial Management. BUSINESS & ECONOMICS > Management. BUSINESS & ECONOMICS > Management Science. BUSINESS & ECONOMICS > Organizational Behavior. Career development Employees > Training of Organizational learning Professional education Electronic books. Handbook handbooks. Handbooks and manuals Handbooks and manuals. Guides et manuels.
Acceso en línea:	Texto completo

Tabla de Contenidos:

(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 & Jörgen 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) Bärbel Fürstenau, 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 Nyström, 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) Päivi Tynjälä & 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 Eteläpelto, Katja Vähäsantanen, Päivi Hökkä, & 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 Müller, 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: Protégé 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 Elleström & 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.

International handbook of research in professional and practice-based learning /

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