Professional and Practice-based Learning

This chapter undertakes an exploration of the intersection of work integrated learning and the development of professional ethics, arguing for a focus on the development of an awareness of critical moral agency within the emerging professional. The chapter considers the construct of agency in the wo…

This chapter proposes an account of learning at and for work comprising the collective contributions of social and brute mediating factors and individuals’ processes of mediating those contributions, that is, an account of individuals’ learning and development accommodating both the inter- and intra…

This chapter discusses how many of the contributions to this edited volume infer, emphasise or directly state that interdependencies between societal and personal factors shape how individuals work and learn, but also of the relations between working and learning. Hence, when taken as a central expl…

Apprenticeship in the German vocational system is organised as a dual system with both workplace and school-based trainings. This dual system has a long successful history in Germany, which is visible, for instance, in a stable transition from the dual system to employment and a low youth unemployme…

This chapter focuses on the role and place of guidance and mentoring in learning as it may occur in the circumstances of professional practice. Recent literature in the field of workplace learning has stressed the importance of guidance in the process of learning in and from practice. Workers do not…

Workplace learning through internships has since long been seen as a valuable element in the curriculum of engineering education programmes. The present study investigates how job characteristics of the workplace (such as job demands, job control and social support) are related to individual differe…

Experiences in clinical settings have long been featured in medical education. Students engage in these experiences across their undergraduate programmes and beyond their registration as doctors during specialty training. Such is the institutional, personal and financial investment in the provision …

To understand what constitutes errors at work and, in particular, how productive learning might arise from those errors, it is necessary to go beyond viewing errors as only objective social facts. That is, only considering errors from the perspective of observable shortfalls in performance, as judge…

[No abstract available]

My starting point is a wish to provide a quality experience that facilitates students’ mastery of the skills they, employers and educationalists desire. An essential part of confirming the quality potentially afforded by the world of learning is clarity of definition. I argue that central measuremen…

The above words are in the opening page of Heidegger’s Building, Dwelling, Thinking, from which Heidegger provides a philological analysis of dwelling, which leads to a place where one is safeguarded. Should we desire a flourishing society, that is, a democratic community based on relatedness not tr…

A growing feature of global higher education policy is the explicit link with economic performance. Indeed there is much that mirrors the development in the major economic regions of the world. From Singapore to Melbourne and from Mumbai to San Francisco, directing public educational institutions to…

Given the ambitious goals for and interest in integrating students’ experiences in both educational and practice settings, it is helpful to have some clear bases from which to proceed in planning, enacting and evaluating these educational provisions. It is necessary, therefore, to understand the kin…

A wide diversity of literature exists that is relevant to examining PD and understanding PL, making such investigation an interdisciplinary area of inquiry. This inquiry is located at the intersection of a number of areas of research and of policy. Research into the continuing learning of profession…