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The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied? Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? Body/Practice is an extensive volume dedicated to exploring these and related questions, philosophically and empirically. It constitutes a rare but much needed reframing of scholarship relating to professional practice and its relation with professional learning and professional education more generally. It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. The book is organized into four parts: I. ‘Introducing the Body in Professional Practice, Learning and Education’; II. ‘Thinking with the Body in Professional Practice’; III. ‘The Body in Question in Health Professional Education and Practice’; IV. ‘Concluding Reflections’. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education. 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.

Didactics --- Technical, artistic and vocational education --- didactiek --- beroepsopleiding

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This book advances understandings about and practices for effectively integrating practice-based (e.g. workplace) experiences in higher education programs. This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. 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. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice. These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning. Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students’ personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs.

Didactics --- Technical, artistic and vocational education --- Higher education --- HO (hoger onderwijs) --- didactiek --- beroepsopleiding

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This book deals with the black box of social science methodology: participant observation. From the perspective of anthropology, it explores the difference between an ethnographer as participant observer and any other participant. It discusses and gives insight into what participant observers do before they write their texts. It explains how they learn to engage with other people’s cultural ecologies and develop relational expertise. Showing that anthropology is a craft of cultural learning processes, the book introduces the engaged participant observer as an expert ethnographer capable of aligning engagements with others. It argues that culture as representation is replaced by culture as a frictioned learning process through which collective and social cultures emerge. To advance understanding of the ethnographer’s learning process, the book introduces a new methodological vocabulary of cultural learning processes that is based on a diffracted reading of ethnography, anthropological theory, post-phenomenology, feminist materialism and cultural-historical activity theory.

Didactics --- Technical, artistic and vocational education --- Ethnology. Cultural anthropology --- didactiek --- beroepsopleiding --- antropologie

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Didactics of social education --- Didactics of secundary education --- Didactics of the technical, artistic and vocational education

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Veel leerlingen in het reguliere en het speciale onderwijs zijn visueel ingesteld. De methode Mijn Fiets is speciaal hiervoor ontwikkeld. Alle technieken, die stuk voor stuk jarenlang zijn getest, worden stap-voor-stap met duidelijke kleurenfoto?s uitgelegd. Met Mijn Fiets 1 & 2 leert de leerling een fiets te onderhouden en te repareren. De leerling leert het stuur en het zadel te stellen, banden te plakken, remmen afstellen en remblokjes vervangen. Ook komen het vervangen van de banden en trappers en het spannen van de ketting aan de orde. https://www.werkportfolio.nl/mijn-fiets-1-werkboek.html

Didactics of languages --- Secondary education --- Didactics of the technical, artistic and vocational education --- Fiets --- Herstelling --- Onderhoud