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Learning Through Practice

Models, Traditions, Orientations and Approaches

  • Book
  • © 2010

Overview

Editors:
  1. Stephen Billett

    1. School of Vocational, Technology &, Arts Education, Griffith University, Brisbane, Australia

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  • First volume to focus on the relationship between work, subjectivity and learning
  • Addresses a growing field of interest in learning in and through practice
  • Identifies models of practice-based learning that can be exercised within settings where professional practice occurs
  • International contributions focussing on a range of workplace settings such as small and large business, new employees, older workers, self-employed workers

Part of the book series: Professional and Practice-based Learning (PPBL, volume 1)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xx
    Download chapter PDF

  2. Learning through Practice

    • Stephen Billett
    Pages 1-20

  3. Learning in Praxis, Learning for Praxis

    • Wolff-Michael Roth
    Pages 21-36

  4. Knowledge, Working Practices, and Learning

    • Michael Eraut
    Pages 37-58

  5. The Practices of Learning through Occupations

    • Stephen Billett
    Pages 59-81

  6. Objectual Practice and Learning in Professional Work

    • Monika Nerland, Karen Jensen
    Pages 82-103

  7. Learning through and about Practice: A Lifeworld Perspective

    • Gloria Dall’Alba, Jörgen Sandberg
    Pages 104-119

  8. Conceptualising Professional Identification as Flexibility, Stability and Ambivalence

    • Rose-Marie Axelsson, Madeleine Abrandt Dahlgren, Lars Owe Dahlgren
    Pages 120-138

  9. Developing Vocational Practice and Social Capital in the Jewellery Sector: A new Model of Practice-based Learning

    • David Guile
    Pages 139-155

  10. Guidance as an Interactional Accomplishment Practice-based Learning within the Swiss VET System

    • Laurent Filliettaz
    Pages 156-179

  11. Cooperative Education: Integrating Classroom and Workplace Learning

    • Chris Eames, Richard K. Coll
    Pages 180-196

  12. Individual Learning Paths of Employees in the Context of Social Networks

    • Rob F. Poell, Ferd J. Van der Krogt
    Pages 197-221

  13. Apprenticeships: What happens in On-the-Job Training (OJT)?

    • Helena Worthen, Mark Berchman
    Pages 222-239

  14. Interactive Research as a Strategy for Practice-based Learning: Designing Competence Development and Professional Growth in Local School Practice

    • Jon Ohlsson, Peter Johansson
    Pages 240-255

  15. The Relationship between Coach and Coachee: A Crucial Factor for Coaching Effectiveness

    • Marianne van Woerkom
    Pages 256-267

  16. The Development of Airline Pilot Skills through Simulated Practice

    • Timothy J. Mavin, Patrick S. Murray
    Pages 268-286

  17. Back Matter

    Pages 287-288
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Keywords

About this book

Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book’s two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through ananalysis of the traditions, purposes, and processes that support this learning—including curriculum models and pedagogic practices.

Reviews

From the reviews:

“Aim of this book is to provide an overview of how learning through practice can be conceptionalised, enacted and appraised. … Those who have tended to focus on teacher education as an example of workplace learning will find wide range of contexts discussed here to be stimulating.” (Michael Hammond, Teacher Development, October, 2011)

Editors and Affiliations

  • School of Vocational, Technology &, Arts Education, Griffith University, Brisbane, Australia

    Stephen Billett

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