Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book provides a fresh account of the changing nature of work and how workers are changing as result of the requirements of contemporary working life. It explores the implications for preparing individuals for work and maintaining their skills throughout working life. This is done by examining the relations between the changing requirements for working life and how individuals engage in work. An analysis that engages the psychological, sociological, philosophical and anthropological literatures as they relate to work as well as recent empirical research that examines and elaborates perspectives of work and work practice as social institutions and as a vocation that individuals exercise with intentionality and agency. So a key basis for considering changing work and changing workers is the relationships between the social institutions and cultural needs and practices that necessitates and constitutes paid work and how individuals engage and elect to participate and learn in that work. Implications for vocational education, professional development and on-going learning throughout working life are addressed. These include developing skills in educational institutions, workplaces, and combinations thereof and in times when both government and employers are looking for others to sponsor that development and maintaining the competence and engagement of older workers.

Work --- Organizational change. --- Social change. --- Employees --- Social aspects. --- Training of. --- Employee development --- Employee training --- Employees, Training of --- In-service training --- Inservice training --- On-the-job training --- Training of employees --- Training within industry --- Vestibule schools --- Occupational training --- Employer-supported education --- Change, Social --- Cultural change --- Cultural transformation --- Societal change --- Socio-cultural change --- Social history --- Social evolution --- Change, Organizational --- Organization development --- Organizational development --- Organizational innovation --- Management --- Organization --- Manpower planning --- Sociology of work --- Adult education. Lifelong learning --- Education, general. --- Professional & Vocational Education. --- Learning & Instruction. --- Organizational change --- Social change --- Training of --- Social aspects --- Education. --- Professional education. --- Vocational education. --- Learning. --- Instruction. --- Education, Professional --- Career education --- Education, Higher --- Technical education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Learning process --- Comprehension --- Education --- Education, Vocational --- Vocational training --- Work experience

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book’s two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. 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.

Employees -- Training of. --- Occupational training. --- Vocational education. --- Occupational training --- Vocational guidance --- Commerce --- Education --- Business & Economics --- Labor & Workers' Economics --- Marketing & Sales --- Education, Special Topics --- Social Sciences --- Education, Vocational --- Vocational training --- Work experience --- Job training --- Manpower development and training --- Manpower training programs --- Education. --- Management. --- Higher education. --- Lifelong learning. --- Adult education. --- Professional & Vocational Education. --- Education, general. --- Lifelong Learning/Adult Education. --- Learning & Instruction. --- Higher Education. --- Adults, Education of --- Education of adults --- Continuing education --- Open learning --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Administration --- Industrial relations --- Organization --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Technical education --- Education and training services industry --- Practice firms --- Education, Higher. --- Professional education. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education, Professional --- Career education --- Education, Higher

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This edited volume offers a range of insights about, practices of, and findings associated with, enrichening higher education students’ learning by their engagement in educational processes during and after the completion of their work integrated education experiences. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialling and evaluating educational processes that aimed to enrich the work integrated education experiences for purposes of improving students’ understandings, abilities to address workplace and occupational requirements. These processes and findings from these processes across a range of disciplinary fields including pharmacy, psychology, physiotherapy, service learning, occupational therapy, journalism and business students education speak directly to educators in both workplace and educational settings across a range of occupational sectors. These messages, which arise from educators and practitioners enacting and evaluating these interventions, offer practical suggestions as well as conceptual advances. The reach of the accounts of processes, findings and evaluations is not restricted to the occupational fields in which the interventions occurred. The lessons provided through this edited volume are intended to inform how post-practicum interventions might be enacted across a range of occupational studies.

Professional education. --- Vocational education. --- Higher education. --- Education. --- Curriculums (Courses of study). --- Education—Curricula. --- Professional & Vocational Education. --- Higher Education. --- Education, general. --- Curriculum Studies. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education, Vocational --- Vocational training --- Work experience --- Education --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Curricula --- Practicums --- Career education. --- Evaluation. --- Employment. --- Active learning --- Education, Cooperative

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

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

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book examines the concept of mimetic learning at work and discusses processes of observation, imitation and practice that is central to learn through and for work. It elaborates the contributions to that learning from the experiences and lessons gained from social sources and the natural world, and individuals’ particular ways of engaging in and responding to what is experienced in the circumstances of occupational practice. The book presents an account of how securing occupational capacities needs to be seen primarily as a learning process and provides an explanatory account of that process. It proposes that this process is the most common and enduring means of human learning of occupational practices and associated development. The book is well aligned with and informs current discussions on and considerations of how individuals learn through and for work. Up until now, such considerations are usually based on educational precepts and practices (i.e. associated with programs and teaching) and look to the circumstances of work practice and deliberate ways of augmenting or promoting what has been learnt in educational programs. However, analyses of the development of occupational capacities emphasize the importance of individuals’ learning processes, albeit those exercised within and outside of direct guidance by more expert partners. The latter is important as much of the learning and development across individuals’ working lives occurs outside of circumstances of direct guidance or instruction.

Didactics --- Teaching --- Didactics of medicine --- Adult education. Lifelong learning --- Didactics of the technical, artistic and vocational education --- medische opleidingen --- didactiek --- geneeskunde --- onderwijs --- beroepsopleiding --- volwasseneneducatie --- levenslang leren