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Education & Language - Professional & Vocational Education | Vocations and Learning

Vocations and Learning

Vocations and Learning

Studies in Vocational and Professional Education

Editors-in-Chief: S. Billett; C. Harteis
Associate Editors: S. Choy; J. Bauer; L. Filliettaz

ISSN: 1874-785X (print version)
ISSN: 1874-7868 (electronic version)

Journal no. 12186

Special Issue on “Improving professional practice and competencies with practice-based research”

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Organizers: Dr. Ruben Vanderlinde (Ghent University/EAPRIL board member, Belgium), Dr. Frank de Jong (Stoas (Hogeschool Wageningen/EAPRIL chair, the Netherlands), and Dr. Inneke Berghmans (University of Leuven/EAPRIL office, Belgium)

Aims of the special issue 

This special issue provides an overview of recent research on the nature, uses, and outcomes of practice-based research to improve the initial learning and ongoing development of occupational capacities of all kinds of workers. The special issue aims to bring papers that have a focus on practice-based research to elaborate ways in which this form of inquiry can be used and implemented to support learning for and throughout lengthening working lives, for all categories of workers, occupations and workplaces.
Manuscripts tackle a broad range of research questions relevant for the field of workers, occupations and workplaces that are using practice-based research to improve their practice. The proposed special issue aims to present:
1. Conceptual papers (presenting questions as ‘What’s the relation between workplace learning and practice- based research?’ or ‘What’s the nature of research and learning in the workplace?’);
2. Methodological papers (presenting questions as ‘How to measure research competencies of workers?’, ‘How to map competence development in occupations?’, or ‘What’s the relation between qualitative and quantitative instruments when studying research competencies of workers?’);
3. Empirical papers (referring to questions as ‘What does it mean for all kinds of workers to engage in practice-based research?’, ‘What’s the effect on professionals’ practice when using practice-based research?’, ‘How do researchers and professionals work together in vocational practices?’, or ‘What’s the effect of specific practice-based research interventions on learning in occupations?’).

Processes for submission 

Intending authors are invited to submit an abstract for a paper contribution of a length of 1.000 words, as an expression of interest, describing the focus of the paper, its theoretical background, methodological orientation and procedures and likely conclusions. Deadline for the submission of these abstracts is 15 January 2015. Abstracts should be submitted to the EAPRIL office (info@eapril.org), which is the organizer of the special issue. The organizers will review the submissions and invite selected authors to proceed with a full paper by 23 January 2015. Selected authors should submit their full paper (length between 7000 and 8000 words) before 15 May 2015. All papers will be subject of a double blind review process, which will be organized by the journal’s editors. Revised versions need to be submitted by 1 July 2015. Final decisions will be made by 15 August 2015. The publication of the special issue - with about 5 papers - is planned for the end of 2015. At that time, EAPRIL will celebrate its 10th anniversary.

Target audience and journal scope 

For further information on the journal’s scope and audience please visit the website: http://www.springer.com/education+%26+language/journal/12186

Relation with EAPRIL 

EAPRIL - the ‘European Association for Practitioner Research on improving Learning’ - is a non-profit organization that bridges practice and research, and aims to cross boundaries between education and working life. EAPRIL promotes practice-based research on learning issues in different contexts (various educational levels as well as organizations and corporations across fields, such as engineering, medicine, business, and teacher education), different levels (individuals, teams, organizations and networks), and in different stages of life (from kindergarten over students in higher education to workers at the workplace). From its origin, EAPRIL provides for all its members a subscription to the ‘Vocations and Learning’ journal. The focus of ‘Vocations and Learning’ on the broad field of vocational learning across a range of settings makes this journal especially valuable for all EAPRIL members. EAPRIL will celebrate its 10th anniversary and its relation with ‘Vocations and Learning’ with this special issue.

 

Articles

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    Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally.

    Vocations and Learning aims to:

    • enhance the contribution of research and scholarship to vocational and professional education policy;
    • support the development of conceptualisation(s) of vocational and professional learning and education;
    • improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums.

    Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed.

    Topics addressed through contributions within the proposed journal might include, but will not be restricted to:

    • curriculum and pedagogy practices for vocational learning
    • the role and nature of knowledge in vocational learning

    • the nature of vocations, professional practice and learning
    • the relationship between context and learning in vocational settings
    • the nature and role of vocational education
    • the nature of goals for vocational learning
    • different manifestations and comparative analyses of vocational education, their purposes and formation
    • organisational pedagogics
    • transformations in vocational learning and education over time and space
    • analyses of instructional practice within vocational learning and education
    • analyses of vocational learning and education policies
    • international comparisons of vocational learning and education
    • critical appraisal of contemporary policies, practices and initiatives
    • studies of teaching and learning in vocational education
    • approaches to vocational learning in non-work settings and in unpaid work
    • learning throughout working lives
    • relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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