Titlebook: Learning Through Practice; Models, Traditions, Stephen Billett Book 2010 Springer Science+Business Media B.V. 2010 Trainig.Transfer.appren

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BRACE

Learning in Praxis, Learning for Praxis,t how they become experienced and competent practitioners as they begin to participate in workplaces. The common experience across all of these sites include an experienced abyss between what is taught and tested in formal schooling and the competencies that are required to be good at work. At the s

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The Practices of Learning through Occupations,s through practice. This discussion includes an analysis of the historical development of practice settings as places where occupational knowledge is generated, transformed, and sustained over time. It includes some consideration of how these kinds of settings were and are now valued as sites for th

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Objectual Practice and Learning in Professional Work,nd objects may involve practitioners in wider circuits of knowledge advancement and serve as a vehicle for learning when explored in situated problem solving. As a point of departure we argue that the permeation of epistemic culturesand practices in society has created a new context for professional

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Conceptualising Professional Identification as Flexibility, Stability and Ambivalence,entification as the enactment of life politics is advanced. Professional identification is here viewed as an ongoing process in the context of lifelong learning, where learners’ subjectivities and life trajectories are significant. Second, the concepts . and . are introduced and used dialectically a

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Guidance as an Interactional Accomplishment Practice-based Learning within the Swiss VET System, and guided by experts in the workplace. It does so by paying special attention to verbal and nonverbal interactionbetween experts and apprentices, exploring the hypothesis that a fine-grained analysis focused on language-in-interaction could profitably inform the conditions in which learning arises

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