Learning in the circumstances of practice     

Stephen Billett 《International Journal of Lifelong Education》2013,32(5):674-693

Learning in the circumstances of practice stands as the commonest and most enduring way occupational capacities have been learnt across human history, and, likely, are currently learnt. Yet, a comprehensive account of this means of learning remains absent, which limits the legitimacy of workplaces as sites of learning, the learning arising from them and understandings of how to organize, promote and evaluate that learning. When advancing this account, it is necessary to avoid being constrained by the discourse of schooling and orthodoxies of schooled societies, which can distort considerations of learning through practice on its own terms. When reviewed, anthropological and historical literature on learning occupational practices outside of educational provisions offers fresh suggestions including that such an account likely comprise elements of practice curriculum and pedagogies and personal epistemologies, albeit set within particular complexes of cultural, societal and situational factors. A key distinction arising from such a review is the emphasis on individuals’ active processes of learning and how these are enacted in the circumstances of practice, rather than on teaching or instruction. Such a distinction runs deep in this literature and has consequences for conceptions of understandings and efforts to promote and improve learning through practice.  相似文献   

Child care students’ practical conceptions of learning1     

G.M. Boulton-Lewis  J. Brownlee  D. Berthelsen  S. Dunbar 《Studies in Continuing Education》2013,35(2):119-128

  相似文献   

New Resources for Childbirth Educators and Parents          下载免费PDF全文

Teri Shilling 《The Journal of perinatal education》2009,18(2):52-61

In this column, reviewers offer perspectives and comments on a variety of new media resources for childbirth educators and expectant and new parents. The books, CDs, DVDs, and kits reviewed in this issue''s column include the following topics: the birth experiences of mothers who survived childhood sexual abuse; lively teaching techniques and ideas to help energize and enhance childbirth education classes; breastfeeding in the workplace; expectant fathers; perspectives on motherhood; unique, helpful tools for childbirth educators to use in designing their class content, addressing the stages of labor, and discussing planned cesarean birth; exercises for pregnant women on bedrest; and a compilation of presentations featured at Birthing the Future''s international symposiums.  相似文献   

A qualitative investigation of trainees＇ adjustment in Japan：A case study of trainees from Indonesia     

Naoka Maemura  Junzo Kato  Takehiro Fujihara 《美中教育评论》2009,6(5):25-34

In Japan, there is a residence status known as “the trainee”. This is the status for residents who undertake “activities to learn and acquire the technology, skills, or knowledge at public or private organizations in Japan”. With the introduction of the Industrial Training Program in 1993, trainees have been permitted to extend their stay in Japan for education and employment purposes up to a maximum of three years. This study aims to investigate the adjustment styles of trainees and to consider the changes in their attitudes toward Japan in the course of this adjustment. Six male Indonesian trainees （mean age=23.83） were invited to a semi-structured interview. They were employed at the same factory, involved in the manufacture of car components, and were trainees in their first-, second-, and third-years. The interview mainly focused on the trainees＇ Japanese language skills, the changes in their images of Japan or Japanese people, the communication between them and their Japanese colleagues, and the difficulties they encountered during their stay in Japan. The results revealed that there were clear differences between the first, second, and third trainees. As the trainees＇ Japanese language skills improved, their communication with the Japanese colleagues increased. Subsequently, they developed more positive images of Japan and Japanese people and hoped to have more informal communication with Japanese people.  相似文献   

辱虐管理对乡镇公务员工作场所偏差行为的影响机制——心理契约违背的中介作用     

黄蝶君  李娟  李桦 《软科学》2017,(3):87-91

运用广东省乡镇公务员及直接领导的配对问卷数据,在界定乡镇公务员工作场所偏差行为特点的基础上,构建并验证了辱虐管理-心理契约违背-工作场所偏差行为的路径模型.结果发现:辱虐管理会直接影响乡镇公务员的工作场所偏差行为,心理契约违背在辱虐管理和乡镇公务员工作场所偏差行为之间起部分中介作用.  相似文献   

Problem solving in everyday office work—a diary study on differences between experts and novices     

Andreas Rausch  Thomas Schley  Julia Warwas 《International Journal of Lifelong Education》2015,34(4):448-467

Contemporary office work is becoming increasingly challenging as many routine tasks are automated or outsourced. The remaining problem solving activities may also offer potential for lifelong learning in the workplace. In this study, we analyzed problem solving in an office work setting using an Internet-based, semi-standardized diary to collect data close to the process. Thirteen employees in commercial departments of an automotive supplier participated voluntarily; they recorded 64 domain-specific problem cases in total. Typical problems were moderately complex but rather urgent. They were detected by means of monitoring, augmented feedback or feedback from others. The problems detected provoked states of high arousal, including both negative and positive emotions. We found that seeking support from others was the most common approach to problem solving, and that in general problem solving offered considerable learning possibilities. Experts were confronted with more complex problems than novices, they more often solved problems using their domain-specific knowledge, but they also preferred social support. Surprisingly, experts reported higher negative emotional states after having detected a problem than novices. The results, the diary method and the limitations of the study are discussed.  相似文献   

The dynamics of online learning at the workplace: Peer-facilitated social learning and the application in practice     

Teresa Schaefer  Claudia Magdalena Fabian  Tobias Kopp 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1406-1419

Research stresses the importance of social components in learning. The social contact with peers and tutors stimulates reflection and supports higher processes of learning necessary for the internalisation and application of new knowledge. However, merely proposing opportunities for interaction does not necessarily lead to fruitful discussion and collaboration. Social presence and facilitation are key concepts for successful mutual learning. Both are represented in Murphy’s collaboration model; social presence forms the basis of collaboration on which discussions and co-construction of knowledge evolve. Facilitation supports the entire collaboration process. In this paper, an adjusted version of Murphy’s model was applied to analyse 1085 comments shared in an online course between career practitioners of a public employment service. The results show that without a dedicated tutor, learners can still be involved in collaborative learning and co-construction of new knowledge provided that the topic under discussion is highly relevant and controversial. Learners themselves take over social presence and facilitation activities, but less frequently than when a professional tutor facilitates discussions. Ex post summative evaluation revealed that only a few learners applied the gained knowledge in the long-term. As comparisons with related research suggest, higher facilitation support leading to a higher cognitive interaction with the learning could have better supported the transfer to practice.  相似文献   

What Do People Need to Know About Writing in Order to Write in Their Jobs?     

Chris Davies  & Maria Birbili 《British Journal of Educational Studies》2000,48(4):429-445

This article considers the different kinds of learning that are appropriate for the rapidly expanding range of writing that constitutes an everyday part of most people' working lives. It discusses the importance and demands of everyday writing in work, and the role of formal education in preparing people for the localised learning about writing that is necessary upon entering work. It considers the issue of the transfer of knowledge, and argues that both metacognitive and conceptual understandings about writing are crucial elements in enabling people to transfer and adapt foundation literacy skills to the workplace.  相似文献   

Technologizing Numeracy: Intergenerational Differences in Working Mathematically in New Times     

Robyn Zevenbergen 《Educational Studies in Mathematics》2004,56(1):97-117

Literacy educators have been actively theorising the demands of literacy in New Times yet mathematics educators have taken little of this debate up. If, as literacy educators suggest, literacy demands are different in these New Times, what are the implications for numeracy or mathematics educators? This paper explores perceptions of young and older people who are engaged in work practices. It was found that there were statistically significant differences in a number of areas. Numeracy was found to be an important variable in discerning differences between older and younger people, and that technology was also seen to differentiate the two cohorts. Within numeracy, older people were more like to see number as important, whereas younger people were more likely to identify statistics, applied areas of mathematics and the use of technology to support numeracy as being important. These finding shave implications for theorising and practice in mathematics education.  相似文献   

以能力标准为核心、模块课程为载体、工学结合为手段、技能鉴定为保障培养高技能人才     

孙卫平  吕红  龚小勇  冉学农  包华林 《重庆职业技术学院学报》2008,17(2):1-4

重庆电子工程职业学院“能力标准为核心、模块课程为载体、工学结合为手段、技能鉴定为保障”的高技能人才培养模式确立了以行业主导开发的能力标准在人才培养过程中的核心地位．充分利用学校和行业两种不同的教育环境和资源,将在校的理论学习、基本技能训练与在行业的实际工作有机结合起来,并通过技能鉴定,使培养出的学生能够最大程度满足行业的需要。  相似文献