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dc.contributor.authorBillett, Stephen
dc.contributor.editorHiggs, J., Barnett, R., Billett, S., Hutchings, M & Trede, F
dc.date.accessioned2018-03-02T12:30:13Z
dc.date.available2018-03-02T12:30:13Z
dc.date.issued2012
dc.date.modified2013-06-17T23:37:42Z
dc.identifier.isbn9789462091269
dc.identifier.doi10.1007/978-94-6209-128-3_8
dc.identifier.urihttp://hdl.handle.net/10072/51622
dc.description.abstractThis chapter discusses some ways in which practice-based learning experiences can be used in sustainable ways within professional education. It proposes that learning through engagement in authentic practice-based experiences is increasingly seen as an essential component of initial occupational preparatory programs offered through universities. Yet, how those experiences are organised and enacted, and integrated with the other experiences that comprise students' curriculum will be central to the quality of the learning outcomes they secure. In particular, it is proposed that a scholarly teaching practice needs to be developed by those who organise and enact these experiences (i.e. university teachers) that effectively engages, supports and integrates the contributions arising from student engagement in practice settings. It is proposed that existing concepts and practices within educational science may not always be helpful in guiding the effective utilisation of these experiences in educational programs, because its base is limited and new challenges are emerging. Hence, academics need to develop their understandings and these practices, and thereby inform both their practice and that science. This case is made through considering the nature and contributions of learning through practice, how that relates to the provision of professional education and ways in which the utilisation of these experiences can be sustainable and effective. In doing so, it draws upon the findings of a recent national teaching fellowship program involving 20 projects across a range of disciplines within six Australian universities that comprised university teachers engaging in projects that addressed practice-based concerns.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSense Publishing
dc.publisher.placeNetherlands
dc.publisher.urihttps://www.sensepublishers.com/catalogs/bookseries/practice-education-work-and-society/practice-based-education/
dc.relation.ispartofbooktitlePractice-based Education: Perspectives and Strategies
dc.relation.ispartofchapter8
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom101
dc.relation.ispartofpageto112
dc.relation.ispartofvolume6
dc.rights.retentionY
dc.subject.fieldofresearchHigher Education
dc.subject.fieldofresearchcode130103
dc.titlePractice-based learning and professional education: Pursuing quality and sustainability
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2012
gro.hasfulltextNo Full Text
gro.griffith.authorBillett, Stephen R.


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