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dc.contributor.authorBillett, Stephenen_US
dc.contributor.authorHenderson, Amandaen_US
dc.contributor.editorStephen Billett and Amanda Hendersonen_US
dc.date.accessioned2017-05-03T12:12:17Z
dc.date.available2017-05-03T12:12:17Z
dc.date.issued2011en_US
dc.date.modified2012-02-10T02:25:52Z
dc.identifier.isbn9789048139361en_US
dc.identifier.doi10.1007/978-90-481-3937-8_1en_US
dc.identifier.urihttp://hdl.handle.net/10072/42136
dc.description.abstractCurrently, there is a growing interest in considering how best to assist the learning for professional occupations across universities worldwide. This interest is arising from the increased emphasis within higher education institutions on programs that aim to prepare students for specific occupational outcomes usually for the professions, and growing expectations that these graduates will be job-ready and able to engage in and move smoothly into effectively practising their profession (e.g., (Department of Innovation Universities and Skills, 2008), (Universities Australia, 2008). Consequently, today, university graduates are increasingly expected to possess the capacities to make a smooth transition into effective professional practice. All of this requires educational programs that can develop occupationally specific forms of conceptual, procedural and dispositional capacities that comprise the canonical knowledge of the occupation, something of an understanding about the particular manifestation of that knowledge needed to meet the situational requirements of the circumstances in which they will practice, as well as a set of capacities associated with being self-directed in their learning, working both independently and interdependently, and adopting a reflexively critical capacity that will permit them to monitor, evaluate and improve practice across working life.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofbooktitleDeveloping Learning Professionals: integrating experiences in university and practice settingsen_US
dc.relation.ispartofchapter1en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto20en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation Systems not elsewhere classifieden_US
dc.subject.fieldofresearchcode130199en_US
dc.titlePromoting professional learning: integrating experiences in university and practice settingsen_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 2011 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.en_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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