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dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorStephen Billetten_US
dc.date.accessioned2017-05-03T12:12:12Z
dc.date.available2017-05-03T12:12:12Z
dc.date.issued2010en_US
dc.date.modified2011-05-11T07:23:37Z
dc.identifier.isbn9789048139385en_US
dc.identifier.doi10.1007/978-90-481-3939-2_1en_AU
dc.identifier.urihttp://hdl.handle.net/10072/34664
dc.description.abstractThere is a growing interest in practice-based learning in countries with both advanced and developing economies. Much of this interest is directed towards augmenting students' learning within vocational or higher education programs of initial occupational preparation or those for professional development (i.e., further development of occupational knowledge across working life). The worth of contributions from practice settings and experiences with authentic instances of occupational practice, of course, has been long acknowledged in the major professions and trades. Indeed, most trades and professions have a requirement for individuals to engage in an extensive period of practice prior to being accepted as a tradesperson or professional. So, there is now a growing interest in occupationally specific higher education programs providing these kinds of experiences for novice practitioners. However, beyond their use in initial occupational preparation, there is a wider set of considerations about the utility of practice-based experiences to promote ongoing development across working life. In particular, occupational practice and experiences in practice settings are now being used as a vehicle for professional development and, increasingly, educational programmes organised by universities, technical colleges, and professional bodies, which are promoting this kind of learning, often either premised upon or partially based within the learner's occupational practice. Hence, at this time, there is a wide and growing acceptance that the experiences provided in practice settings, usually workplaces or work settings, are essential for developing the knowledge required to effectively practice occupations. However, often, in both initial occupational preparation and professional development, practice-based experiences are seen as an adjunct to an educational provision that is organised and structured in colleges or universities or through programs offered by professional bodies and other agencies, rather than experiences that are both legitimate and effective in their own right. Such is the association between effective learning and educational institutions that these kinds of experiences are often seen as being both posterior and inferior to those provided through educational institutions and programs. However, it is important that the qualities, processes, and outcomes of learning through practice be appraised: understood, utilised, and evaluated on their own terms, rather than as being positioned as merely augmenting those provided by educational institutions. This appraisal is important because much of what is assumed to constitute effective learning experiences - processes that enrich the outcomes of that learning, including conceptions of curriculum and pedagogy - is premised on the norms and practices of educational institutions. Yet, these premises may be quite unhelpful and/or inappropriate for understanding the processes and outcomes of learning occurring through experiences outside of those institutions, and the development of curriculum models and pedagogies suited to practice settings. Hence, a fresh view and appraisal of what we know about practice settings, their contributions, and how these might be progressed to secure effective outcomes for learners is now required. Consequently, the overall project for this book is to explore ways in which learning through practice can be conceptualised, enacted, and appraised through a consideration of the kinds of traditions, purposes, and processes that support this learning, and the curriculum models and pedagogic practices used to support these purposes. It is these issues that are taken up through the contributions from the two sections of this book: Conceptual premises of learning through practice, and Instances of practice.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeGermanyen_US
dc.publisher.urihttp://www.springerlink.comen_AU
dc.relation.ispartofbooktitleLearning through practice: Models, traditions, orientations and approachesen_US
dc.relation.ispartofchapter1en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto20en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleLearning through practiceen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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