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

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發(fā)表于 2025-3-21 16:10:49 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Learning Through Practice
副標題Models, Traditions,
編輯Stephen Billett
視頻videohttp://file.papertrans.cn/583/582828/582828.mp4
概述First volume to focus on the relationship between work, subjectivity and learning.Addresses a growing field of interest in learning in and through practice.Identifies models of practice-based learning
叢書名稱Professional and Practice-based Learning
圖書封面Titlebook: Learning Through Practice; Models, Traditions,  Stephen Billett Book 2010 Springer Science+Business Media B.V. 2010 Trainig.Transfer.appren
描述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
出版日期Book 2010
關鍵詞Trainig; Transfer; apprenticeship; learning as practice; learning from w; learning through practice; learn
版次1
doihttps://doi.org/10.1007/978-90-481-3939-2
isbn_softcover978-94-007-3245-2
isbn_ebook978-90-481-3939-2Series ISSN 2210-5549 Series E-ISSN 2210-5557
issn_series 2210-5549
copyrightSpringer Science+Business Media B.V. 2010
The information of publication is updating

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發(fā)表于 2025-3-21 21:54:29 | 只看該作者
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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發(fā)表于 2025-3-22 11:51:27 | 只看該作者
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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發(fā)表于 2025-3-22 17:55:09 | 只看該作者
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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發(fā)表于 2025-3-23 04:55:00 | 只看該作者
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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發(fā)表于 2025-3-23 06:57:56 | 只看該作者
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