Titlebook: Authentic Professional Learning; Making a Difference Ann Webster-Wright Book 2010 Springer Science+Business Media B.V. 2010 Adult Educatio

supplementary

書目名稱Authentic Professional Learning影響因子(影響力)




書目名稱Authentic Professional Learning影響因子(影響力)學科排名




書目名稱Authentic Professional Learning網(wǎng)絡公開度




書目名稱Authentic Professional Learning網(wǎng)絡公開度學科排名




書目名稱Authentic Professional Learning被引頻次




書目名稱Authentic Professional Learning被引頻次學科排名




書目名稱Authentic Professional Learning年度引用




書目名稱Authentic Professional Learning年度引用學科排名




書目名稱Authentic Professional Learning讀者反饋




書目名稱Authentic Professional Learning讀者反饋學科排名

預防注射

2210-5549 face of changing requirements for work. Consequently, a volume that seeks to inform how best this ongoing learning can be understood, supported and assisted is most timely and welcomed. This volume seeks to ela978-94-007-3301-5978-90-481-3947-7Series ISSN 2210-5549 Series E-ISSN 2210-5557

Type-1-Diabetes

Professional Learning at WorkThe first description was given by a young therapist, Nerida who works full time at a residential setting for adults with intellectual disability. Nerida commented that she often learns as a professional in seemingly incidental situations, with such incidents building upon each other. From the “gum”

construct

Mapping the Research Terrainquiry. This inquiry is located at the intersection of a number of areas of research and of policy. Research into the continuing learning of professionals can be informed by the literature from higher education and continuing professional education, workplace and informal learning, adult and communit

民間傳說

Encapsulate

Delving into Methodologyline my own position on method in this research, drawing on Mats Alvesson’s argument about the need for “reflexive interpretation” in most empirical research (Alvesson & Sk?ldberg, 2000; Alvesson, 2002). Following this theoretical and reflexive positioning, issues of quality that influenced the rese

Constitution

Authentic Professional Learning-world, but because the focus is on the experience of learning, some life-world details are lightly sketched. To contextualise the phenomenological structure of APL, this chapter begins with a description of the professional life-world drawn from the complete data corpus, with respect to three aspec

防銹

boisterous

外科醫(yī)生

Finding a Way Forwardguishes the realities of the experience of PL from the rhetoric about PD expectations, whilst raising the notion of authenticity with respect to dealing with dissonance between the two. This chapter outlines a framework based on this notion of APL, proposing constructive possibilities for supporting