Published:Professional and Practice-based Learning
(2020)
There are myriad ways digital technologies may support and enhance learning for vocational education and training learners (see, e.g. Cattaneo, Evi-Colombo, Ruberto, & Stanley, 2019, for an overview on the use of video to support VET). In keeping with the precepts through this volume, the specific f…
Published:Professional and Practice-based Learning
(2020)
In this closing chapter, the various concepts introduced and discussed across the book are reiterated and strengthened. Prior to the review of concepts, the chapter proposes and discusses the need to increase the esteem of trades work. In particular, there is an examination of the aspects of trades …
Published:Professional and Practice-based Learning
(2020)
The opportunities afforded through using video recording to better understand and improve the learning of trades work are presented in this chapter. Overviews of the concepts of multimodality and multiliteracies provide background to inform how to maximise the potentiality of using video to study, u…
Published:Professional and Practice-based Learning
(2020)
Trades workers’ workplace learning involves learning occupational practices as recognised and embodied in expert practitioners. Learning trade-based occupational skills goes beyond competency. Learning to become a tradesperson encompasses aspects of learning by doing deliberate and reflective practi…
Published:Professional and Practice-based Learning
(2020)
This chapter makes a unique contribution to this book as it offers a curriculum model for achieving the outcome of augmenting student learning through post practicum interventions. This work builds on earlier research (Bacon R, Kellett J, Dart J, Knight-Agarwal C, Mete R, Ash S, Palermo C. Nutr Diet…
Published:Professional and Practice-based Learning
(2020)
Like journalism globally, journalism education in Australia is trying to find its way in a constantly evolving convergent and shrinking news culture. Provision of industry experience now lies with the university, and educators are rapidly adjusting to accommodate shrinking industry demand and the ex…
Published:Professional and Practice-based Learning
(2020)
The wide-scale introduction of work integrated education and specific approaches, such as post-practicum activities, impact significantly on many embedded and ritualised institutional arrangements. Some activities relate to curriculum structures and commonly accepted practices, and others to partner…
Published:Professional and Practice-based Learning
(2018)
This chapter examines negotiation as a multi-dimensional context and set of conditions in and by which learning occurs. The concept comes to be seen as both the circumstances and meta-activity that shapes the kinds of interactions that can take place between participants in social activity. In this …
Published:Professional and Practice-based Learning
(2018)
This chapter is the introductory chapter to a book that explores the nature and veracity of the concept of negotiation as a means to describe and explain the socio-personal practice of learning in and through work. The chapter has two objectives. First, it outlines and discusses the conceptual persp…
Published:Professional and Practice-based Learning
(2018)
This chapter concludes the book. It advances a summary of The Three Dimensions of Negotiation framework, the model of work-learning as negotiation elaborated through the book. It reiterates the model’s capacities to describe, explain, analyse and evaluate adults’ learning in work as their personal e…
Published:Professional and Practice-based Learning
(2018)
The chapter sets the discussion within the broader socio-economic context in which further education teachers’ labour, one characterized by underemployment and over-qualification, precariousness and the prevalence of ‘rotten jobs’. In this context, educational workers are subject to high levels of s…
Published:Professional and Practice-based Learning
(2017)
This chapter adheres to a broad definition of professional development including pre-service education and in-service lifelong formal and informal learning. Thus far the professional development of teachers in vocational education has not gained overwhelming attention, but there are signs this issue…
Published:Professional and Practice-based Learning
(2017)
Innovations are key factors for economic growth. In times of globalisation, rapidly changing markets, and economic crises, they represent an essential competitive factor for companies. This outstanding role of innovations has resulted in the requirement of new skills. The labour market is showing an…
Published:Professional and Practice-based Learning
(2017)
Many kinds of workers need to both work and learn in socially isolated circumstances (i.e. in the absence of others who can provide guidance and support). Such circumstances require particular kinds of agency and agentic action by these worker-learners, and they might be described as requiring parti…
Published:Professional and Practice-based Learning
(2017)
After a long period of discussions and mergers, the 1996 Adult and Vocational Education Act introduced a new school type in Dutch secondary vocational education and training (VET): a regional, multi-sector, multi-level and multi-track institution. The name, Regional Education Centre (in Dutch: Regio…
Published:Professional and Practice-based Learning
(2017)
The origins of, changes to and transformations of national vocational education systems arise through country-specific combinations of social and economic imperatives and changes, and the Dutch vocational education system is no exception. Like others, its formation and initial form arose from indust…
Published:Professional and Practice-based Learning
(2017)
The concept of work agency is related to the notion that individuals make choices and engage in goal-oriented actions. It is an ability that is perceived as a necessary 21 st century skill and it is highly desired in the labour market. Multiple authors have discussed the concept and its various face…
Published:Professional and Practice-based Learning
(2017)
In this chapter developments and issues with regard to the integration of workplace learning in Dutch vocational and higher professional education are analysed. The value and quality of workplace learning in both vocational education and training (VET) and higher professional education (HPE) remains…
Published:Professional and Practice-based Learning
(2017)
The role of workers’ agency and intentionality in mediating their work-life learning is key basis for understanding how that learning occurs through and across their working lives. This proposition arises, in part, from the realisation that much of individuals’ learning and development across workin…
