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dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorS.Billetten_US
dc.date.accessioned2017-04-24T09:10:02Z
dc.date.available2017-04-24T09:10:02Z
dc.date.issued2010en_US
dc.date.modified2011-05-11T07:22:30Z
dc.identifier.isbn9789048139385en_US
dc.identifier.doi10.1007/978-90-481-3939-2_4en_AU
dc.identifier.urihttp://hdl.handle.net/10072/34665
dc.description.abstractThis chapter draws on historical and conceptual accounts of learning to discuss and illuminate the nature and effectiveness of learning for occupations 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 the learning. Going beyond historical accounts, some of the changing conceptions about processes of learning and how place and culture can shape learning, along with the contributions of the learner, are then discussed. In all, it is proposed that the majority of human development and learning associated with the development of occupational capacities has arisen through practice-based experiences. Before the advent of mass education, practice settings were the inevitable place for the development of the majority of occupational knowledge. Indeed, it is a relatively new phenomenon for this development to occur outside of the settings in which it is practised. Importantly, the kinds of knowledge developed through learning-related activities in practice settings are more than those underpinning easy and repetitive tasks. Instead, they comprise complex, demanding, and often difficult-to-learn knowledge. However, to fully realise the contributions of these settings effective conceptual premises and adaptive curriculum, pedagogical, and epistemological procedures are required.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent147627 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeDordrechten_US
dc.publisher.urihttp://www.springerlink.comen_AU
dc.relation.ispartofbooktitleLearning through practice: Models, traditions, orientations and approachesen_US
dc.relation.ispartofchapter4en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom59en_US
dc.relation.ispartofpageto81en_US
dc.relation.ispartofedition1en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleThe Practices of Learning through Occupationsen_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.rights.copyrightCopyright 2010 Springer. The attached file is reproduced here in accordance with the copyright policy of the publisher. Use hypertext link for access to the publisher's website.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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