Search Results for
"learning"

Purpose: The purpose of this paper is to provide a case study of a newcomer to the practice of policing to explore conceptualisations of learning through practice. It aims to position learning as the intersections of trajectories of being and becoming within a community of practice. The paper seeks to argue that learners need to be understood with respect to their personal histories and how these interact with the social and cultural dimensions of the workplace. Design/methodology/approach: This paper is a case study of a new police officer with data collected through a series of interviews and observations over a two-year period. Findings: The case study presented demonstrates the relationship between prior experience, personal histories, participation and a sense of belonging in shaping the learning of early-career police officers. It suggests that in considering newcomers to the workplace it is important to view the process of learning as being influence by these interconnected factors. Research limitations/implications: This study concludes that the position of the individual in the social learning of a community of practice is an important aspect that needs further exploration. Although the significance of learner identity with communities of practice is acknowledged by Lave and Wenger it remains underdeveloped, and continues to present as an area for further research. Practical implications: Trajectories of learning for newcomers to the workplace are affected by their previous social and cultural experiences and expertise, the association that they bring from these to the new community and participation in practices of the community. There exists, therefore, a role for managers in shaping the organisation to be supportive of these informal learning experience and, thus, the selection and training of managers should be aligned to these goals. Originality/value: This paper extends current understandings of learning and development in the policing context as well as contributing to the broader discussion of informal learning in the workplace and understanding of experts and novices within communities of practice. © Emerald Group Publishing Limited.

The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students' work placement experiences. © 2009 HERDSA.

The purpose of this study was to measure the effect of a training module in improving knowledge competencies for resource room teachers in Jordan. The training module consisted of 10 training sessions, covered three domains, namely, planning, instruction and classroom management, and evaluation competencies. The sample of the study consisted of 50 teachers. The participants of the sample were distributed into two equal groups, with 25 teachers in each group. The teachers in the experimental group were attached with the training module for five weeks; whereas the teachers in the control group were exposed for the same period to the conventional training adopted by the Ministry of Education in Jordan. The results of (ANCOVA) revealed that there were statistically significant differences between the means of the two groups' means on the post-achievement test, favoring to the experimental group. Furthermore, results of the experimental group on the achievement test revealed no statistically significant differences across the demographic variables, namely, gender, specialization, qualification, and experience.

[No abstract available]

This paper describes the introduction and further development of the method of projects in the school practice. The contributions of Dewey, Kilpatrick and Stimson are specially emphasized. The influence of these pedagogical ideas to the Bulgarian educational theory and practice is also examined. The application of the method of projects in the contemporary primary, secondary and vocational schools should be strongly encouraged.

Because of much practicality of marketing education, experience teaching can effectively raise teaching efficiency. Based on the constructivist learning theory, which emphasizes active construction, situated construction and social construction of knowledge, this paper brings out the experience teaching pattern, analyses the difference between the experience teaching and the traditional teaching, and explores the specific ways of its application such as role-playing, case discussion, project assignments, entrepreneurship contest, out-of-school training and so on. Finally, this paper points out some matters which need be concerned. © 2009 IEEE.

This article provides the context for training, development, and competence. In the training section, theory, policy, and practice are considered, including the diversity of national systems for vocational education and training (VET) and the relationship between work organization and workplace learning. The development section is distinguished from training in terms of objectives and scope, while the emergence of Human Resource Development (HRD) is explained not only in terms of a more strategic focus but also in relation to initiatives like corporate universities. The competence section addresses the confusion surrounding the term, contrasting four predominant approaches derived from the USA, the UK, France, and Germany, each of which has influenced other countries to varying degrees. Drawing on these four traditions, a more holistic approach to competence is presented as the model currently being used to structure learning outcomes within the European Qualifications Framework. © Oxford University Press, 2013.