The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed.
The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress.
The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings.
This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.
Cuprins
(A) Acknowledgments.- (B) Introduction.- Section 1. Professions and the workplace.- (C) Section Introduction.- (1) David Carr, Professionalism, profession and professional conduct: Towards a basic logical and ethical geography.- (2) Julia Evetts, The concept of professionalism: Professional work, professional practice and learning.- (3) Gerhard Minnameier, Moral aspects of professions and professional practice.- (4) Lina Markauskaite & Peter Goodyear, Professional work and knowledge.- (5) Martin Mulder, Conceptions of professional competence.- (6) Silvia Gherardi & Manuela Perrotta, Becoming a practitioner: Professional learning as a social practice.- (7) Jim Hordern, Productive systems of professional formation.- Section 2. Research paradigms of work and learning.- ( D) Section Introduction.- (8) Erno Lehtinen, Kai Hakkarainen & Tuire Palonen, Understanding learning for the professions: How theories of learning explain coping with rapid change.- (9) Laurent Filliettaz, Understanding learning for work: Contributions from discourse and interaction analysis.- (10) Paul Gibbs, Research paradigms of practice, work and learning.- (11) Gloria Dall’Alba & Jörgen Sandberg, A phenomenological perspective on researching work and learning.- (12) Mark Greenlee, The neuronal base of perceptual learning and skill acquisition.- (13) Eva Kyndt & Patrick Onghena, Hierarchical Linear Models for research on professional learning: Relevance and implications.- (14) Catherine Hasse, The anthropological paradigm of practice‑based learning.- Section 3. Educational systems (learning for professions).- (E) Section Introduction.- (15) Peter Sloane, Professional education between school and practice settings: The German dual system as an example.- (16) Bärbel Fürstenau, Matthias Pilz, & Philipp Gonon, The dual system of vocational education and training in Germany ‑ what can be learnt about education for (other) professions.- (17) Madeleine Abrandt Dahlgren, Tone Dyrdal Solbrekke, Berit Karseth, & Sofia Nyström, From university to professional practice: Students as journeymen between cultures of education and work.- (18) Stephen Billett & Sarojni Choy, Integrating professional learning experiences across university and practice settings.- (19) Päivi Tynjälä & Jennifer M. Newton, Transitions to working life: securing professional competence.- (20) Elizabeth Katherine Molloy, Louise Greenstock, Patrick Fiddes, Catriona Fraser, & Peter Brooks, Interprofessional education in the health workplace.- (21) Tim Dornan & Pim W. Teunissen, Medical education.- (22) Ming Fai Pang, A phenomenographic way of seeing and developing professional learning.- (23) Monika Nerland & Karen Jensen, Changing cultures of knowledge and professional learning.- Section 4. Professional learning and education (learning in professions).- (F) Section Introduction.- (24) Anneli Eteläpelto, Katja Vähäsantanen, Päivi Hökkä, & Susanna Paloniemi, Identity and agency in professional learning.- (25) Jan Breckwoldt, Hans Gruber, & Andreas Wittmann, Simulation learning.- (26) Christian Harteis & Johannes Bauer, Learning from errors at work.- (27) Stephen Billett & Raymond Smith, Learning in the circumstances of professional practice.- (28) Geoffrey Gowlland, Apprenticeship as a model for learning in and through professional practice.- (29) Britta Herbig & Andreas Müller, Implicit knowledge and work performance.- (30) Eugene Sadler‑Smith, Intuition in professional and practice‑based learning.- (31) Bente Elkjaer & Ulrik Brandi, An organisational perspective on professionals’ learning.- (32) Morten Sommer, Professional learning in the ambulance service.- (33) Stephen Billett, Mimetic learning at work: Learning through and across professional working lives.- Section 5. Implementing and supporting professional learning.- (G) Section Introduction.- (34) Anton Havnes & Jens‑Christian Smeby, Professional development and the professions.- (35) P. Robert‑Jan Simons & Manon C. P. Ruijters, The real professional is a learning professional.- (36) Filip Dochy, David Gijbels, Elisabeth Raes, & Eva Kyndt, Team learning in education and professional organisations.- (37) Victoria Marsick, Andrew K. Shiotani, & Martha A. Gephart, Teams, communities of practice, and knowledge networks as locations for learning professional practice.- (38) Rob F. Poell & Ferd J. van der Krogt, The role of Human Resource Development in organizational change: Professional development strategies of employees, managers and HRD practicioners.- (39) Lillian Turner de Tormes Eby, B. Lindsay Brown, & Kerrin George, Mentoring as a strategy for facilitating learning: Protégé and mentor perspectives.- (40) James Avis & Kevin Orr, The new professionalism: An exploration of vocational education and training teachers.- (41) Tarja Irene Tikkanen & Stephen Billett, Older professionals, learning and practice.- (42) Per‑Erik Elleström & Per Nilsen, Promoting practice‑based innovation through learning at work.- (43) Allison Littlejohn & Anoush Margaryan, Technology enhanced professional learning.- Section 6. Evaluating and assessing professional learning.- (H) Section Introduction.- (44) Thomas R. Guskey, Evaluating professional learning.- (45) Dineke E. H. Tigelaar & Cees P. M. van der Vleuten, Assessment of professional competence.- (46) Tara J. Fenwick, Assessment of professional learning in practice.- (47) Patrick Griffin, Esther Care, Judith Crigan, Pamela Robertson, Zhonghua Zhang, & Alejandra Arratia‑Martinez, The influence of evidence‑based decisions by collaborative teacher teams on student achievement.- (48) Frank Achtenhagen & Esther Winter, Large-scale assessment of vocational education and training.
Despre autor
Dr Stephen Billett is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia and also an Australian Research Council Future Fellow. Stephen has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer within the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched
Dr Christian Harteis is Full Professor of Educational Management and Research on Further Education at the University of Paderborn, Germany. His research field is professional learning, he has done several studies on individual and organisational influences on learning at workplaces. Latest research topics are learning from mistakes and intuition as component of professional competence. During his academic career since 1996 he worked at several German universities. He regularly gives guest lectures at the University of Turku (Finland) and the University of Antwerp (Belgium).
Hans Gruber is Professor of Educational Science at the University of Regensburg, Germany, and also Senior Fellow at the Faculty of Education, University of Turku, Finland. He is President-Elect of the European Association for Research on Learning and Instruction (EARLI) and member of the Review Board for Educational Science within the German Research Foundation (Deutsche Forschungsgemeinschaft). From 2010 to 2012, he served as Vice-Rector for Study Affairs at the University of Regensburg, Germany. He has researched professional learning, expertise, workplace learning, and higher education for many years.
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